Socialização de gênero e educação infantil : estudo de caso sobre a construção e reprodução dos papéis de gênero em uma escola no Rio Grande do Sul

• Autor(a) principal: Giongo, Marina Grandi
• Data de Publicação: 2015
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_RS
• Texto Completo: http://tede2.pucrs.br/tede2/handle/tede/6253
• topic: SOCIOLOGIA EDUCACIONAL; SOCIALIZAÇÃO (EDUCAÇÃO); CRIANÇAS; EDUCAÇÃO INFANTIL; RELAÇÕES DE GÊNERO; SEXUALIDADE - ASPECTOS SOCIAIS; OUTROS::CIENCIAS SOCIAIS

This thesis has as its general theme gender socialization in childhood and as its specific theme the socialization of boys and girls in early childhood education, assessing the construction and reproduction of gender roles at a school in the State of Rio Grande do Sul, Brazil. The framework adopted, and converted into the general objective of this research, analyzes how teachers understand the concept of gender and handle issues related to gender and sexuality in the socialization of girls and boys (aged 5 to 8) in that school environment. Methodologically, we chose a qualitative approach, an exploratory descriptive study, combining a number of procedures. The centrality of the analysis, however, focuses on the interviews conducted with three teachers, responsible for the formal education of the children who comprise the three initial groups of the new 9-year Elementary School curriculum in Brazil. The theoretical and methodological support necessary for this investigation consists of reviewing the concepts of gender and childhood according to a feminist perspective, aiming at associating the knowledge produced by the Gender Studies with the theoretical basis of the Sociology of Education. The use of gender as an analytic category is essential in this study, since it allows a particular reflection about the differentiated practices and discourses applied to the education of girls and boys, nuances which could not possibly be detected without the adequate appropriation of such concept. The empirical examination was conducted based on the studies proposed by Pierre Bourdieu, who delved into the mechanisms behind reproduction in the educational system, linking that perspective to his Masculine Domination theory. Such interpretive frame problematizes the socialization of girls and boys according to the optics of the relations of power and domination which cross them, promoting the adequacy to senses of gender which are transmitted to them from instances such as family, church and school. Although the school investigated here is in formal consonance with the national directives which determine the application of gender content in the official curriculum, the preliminary results point to a scenario in which the teacher’s preparation does not address the contents of such matrix, actually omitting approaches related to gender and sexuality in the early childhood educational context.