"As crianças querem saber como é que se vive!" : a formação de professoras/es de educação infantil em sexualidade e gênero
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_RS |
Texto Completo: | http://tede2.pucrs.br/tede2/handle/tede/9631 |
Resumo: | This thesis constitutes a work of exploration, approximation and intervention in the fields of sexuality and gender in Early Childhood Education. Starting from the motivation of enabling, from early childhood, that teachers and educators be trained to act as driving the integral development of children, from the contact with knowledge about sexuality and gender and, consequently, from the possibility of intervening in a protective and equitable manner. For this, we had as objectives: 1) To investigate how the themes of sexuality and gender are treated in the Brazilian educational context, more specifically in Early Childhood Education, 2) To identify how these professionals are trained in the fields of sexuality and gender and, therefore, to verify how they are trained for the understanding and management of situations related to the subject, and 3) To build, apply and evaluate a formative intervention in Sexuality and Gender Education for early childhood education professionals. As results, we obtained the development of four articles. The first, "Educational interventions in the field of sexuality and gender in Brazil: a scope review", had as main result the evidence of the lack of studies that focus on the child age group, compared to adolescence, and the minority of studies working with teachers and educators. The second and third articles, respectively, "The (in)visibility of sexuality and gender fields in early childhood education: focus group analysis with educators", and "The school of Early Childhood Education towards sexuality and gender education: exploring the motivations of professionals from Rio Grande do Sul" pointed out gaps, such as the lack of the subject in the training offered by the teaching and pedagogy courses, the insecurity of the teachers/es in the management of the theme, doubts about the development of sexuality in childhood and about gender characteristics (male and female attributions) and orientation/sexual desire. The projected intervention was applied and presented in the fourth article, "Formative intervention in sexuality and gender for teachers/es of Early Childhood Education", which proved to be effective, as it significantly reduced the level of prejudice against sexual and gender diversity of the participants. In addition, an immediate effect was verified in relation to the application of knowledge and the motivation to learn more about the subject. However, not all items have changed significantly and, therefore, it was suggested the development of new interventions that emphasize more subtle manifestations of prejudice related to attitudes about sexual diversity and gender roles.In response to the three general objectives of this thesis, through the four studies conducted, deficiencies were identified in relation to the treatment of the theme in the Brazilian educational field, especially in the childhood age group. These deficiencies are evident both in the management of the theme in the daily school and in the education professionals' education. The intervention acted in order to ensure the role of teachers and, consequently, of the school institution, in preventive and protective action of integral development in childhood and in educational practices that operate from a perspective of diversity in education in sexuality and gender. |
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Costa, Angelo BrandelliPizzinato, AdolfoBlankenheim, Thaís2021-05-17T19:32:57Z2021-03-18http://tede2.pucrs.br/tede2/handle/tede/9631This thesis constitutes a work of exploration, approximation and intervention in the fields of sexuality and gender in Early Childhood Education. Starting from the motivation of enabling, from early childhood, that teachers and educators be trained to act as driving the integral development of children, from the contact with knowledge about sexuality and gender and, consequently, from the possibility of intervening in a protective and equitable manner. For this, we had as objectives: 1) To investigate how the themes of sexuality and gender are treated in the Brazilian educational context, more specifically in Early Childhood Education, 2) To identify how these professionals are trained in the fields of sexuality and gender and, therefore, to verify how they are trained for the understanding and management of situations related to the subject, and 3) To build, apply and evaluate a formative intervention in Sexuality and Gender Education for early childhood education professionals. As results, we obtained the development of four articles. The first, "Educational interventions in the field of sexuality and gender in Brazil: a scope review", had as main result the evidence of the lack of studies that focus on the child age group, compared to adolescence, and the minority of studies working with teachers and educators. The second and third articles, respectively, "The (in)visibility of sexuality and gender fields in early childhood education: focus group analysis with educators", and "The school of Early Childhood Education towards sexuality and gender education: exploring the motivations of professionals from Rio Grande do Sul" pointed out gaps, such as the lack of the subject in the training offered by the teaching and pedagogy courses, the insecurity of the teachers/es in the management of the theme, doubts about the development of sexuality in childhood and about gender characteristics (male and female attributions) and orientation/sexual desire. The projected intervention was applied and presented in the fourth article, "Formative intervention in sexuality and gender for teachers/es of Early Childhood Education", which proved to be effective, as it significantly reduced the level of prejudice against sexual and gender diversity of the participants. In addition, an immediate effect was verified in relation to the application of knowledge and the motivation to learn more about the subject. However, not all items have changed significantly and, therefore, it was suggested the development of new interventions that emphasize more subtle manifestations of prejudice related to attitudes about sexual diversity and gender roles.In response to the three general objectives of this thesis, through the four studies conducted, deficiencies were identified in relation to the treatment of the theme in the Brazilian educational field, especially in the childhood age group. These deficiencies are evident both in the management of the theme in the daily school and in the education professionals' education. The intervention acted in order to ensure the role of teachers and, consequently, of the school institution, in preventive and protective action of integral development in childhood and in educational practices that operate from a perspective of diversity in education in sexuality and gender.Essa tese constitui-se como um trabalho de exploração, aproximação e intervenção nos campos da sexualidade e do gênero na Educação Infantil. Partindo da motivação de possibilitar, desde a primeira infância, que as/os professoras/es e educadoras/es sejam capacitadas/os para atuarem como propulsores do desenvolvimento integral das crianças, a partir do contato com o conhecimento sobre sexualidade e gênero e, consequentemente, da possibilidade de intervir de forma protetiva e equitativa. Para isso, tivemos como objetivos: 1) Investigar como são tratadas as temáticas de sexualidade e gênero no contexto educacional brasileiro, mais especificamente na Educação Infantil, 2) Identificar como se dá a formação dessas/es profissionais nos campos de sexualidade e gênero e, por conseguinte, verificar como são capacitadas/os para o entendimento e manejo de situações relacionadas ao assunto, e 3) Construir, aplicar e avaliar uma intervenção formativa em Educação em sexualidade e gênero para profissionais da Educação Infantil. Como resultados, obtivemos o desenvolvimento de quatro artigos. O primeiro, “Intervenções educativas no campo da sexualidade e do gênero no Brasil: uma revisão de escopo”, teve como principal resultado a evidência da falta de estudos que se refiram a faixa etária infantil, comparados a adolescência, e a minoria de estudos que trabalhem com professores/as e educadores/as. O segundo e o terceiro artigos, respectivamente, “A (in)visibilidade dos campos de sexualidade e do gênero na educação infantil: análise de grupo focal com educadoras”, e “A escola de Educação Infantil rumo a formação em sexualidade e gênero: explorando as motivações de profissionais do Rio Grande do Sul” apontaram lacunas, como a inexistência do assunto na formação oferecida pelos cursos de magistério e Pedagogia, a insegurança das/os professoras/es no manejo do tema, dúvidas sobre o desenvolvimento da sexualidade na infância e sobre características de gênero (atribuições masculinas e femininas) e orientação/desejo sexual. A intervenção projetada foi aplicada e apresentada no quarto artigo, “Intervenção formativa em sexualidade e gênero para professoras/es de Educação Infantil”, a qual mostrou-se eficaz, pois reduziu significativamente o nível de preconceito contra diversidade sexual e de gênero das/os participantes. Além disso, foi verificado um imediato efeito em relação a aplicação dos conhecimentos e a motivação para aprender mais sobre o assunto. Entretanto, nem todos os itens mudaram significativamente e, por isso, se sugeriu o desenvolvimento de novas intervenções que enfatizem manifestações mais sutis de preconceito relacionados a atitudes sobre diversidade sexual e papéis de gênero. Em resposta aos três objetivos gerais dessa tese, por meio dos quatro estudos realizados, foram identificadas carências em relação ao tratamento da temática no campo educacional brasileiro, principalmente, na faixa etária da primeira infância. Essas carências são evidentes tanto no manejo do tema no cotidiano escolar quanto na formação das/os profissionais da educação. A intervenção agiu no sentido de assegurar o papel das/os professoras/es e, consequentemente, da instituição escolar, na atuação preventiva e protetiva do desenvolvimento integral na infância e nas práticas educativas que operem a partir de uma perspectiva da diversidade na Educação em sexualidade e gênero.Submitted by PPG Psicologia (psicologia-pg@pucrs.br) on 2021-05-04T15:59:54Z No. of bitstreams: 1 Entrega versao final.pdf: 2250811 bytes, checksum: 758431c6ad523bba84f318d24392c88b (MD5)Approved for entry into archive by Caroline Xavier (caroline.xavier@pucrs.br) on 2021-05-17T19:28:13Z (GMT) No. of bitstreams: 1 Entrega versao final.pdf: 2250811 bytes, checksum: 758431c6ad523bba84f318d24392c88b (MD5)Made available in DSpace on 2021-05-17T19:32:57Z (GMT). No. of bitstreams: 1 Entrega versao final.pdf: 2250811 bytes, checksum: 758431c6ad523bba84f318d24392c88b (MD5) Previous issue date: 2021-03-18Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfhttp://tede2.pucrs.br:80/tede2/retrieve/180766/TES_THAIS_BLANKENHEIM_CONFIDENCIAL.pdf.jpgporPontifícia Universidade Católica do Rio Grande do SulPrograma de Pós-Graduação em PsicologiaPUCRSBrasilEscola de Ciências da Saúde e da VidaSexualidadeGêneroIntervençãoEducaçãoInfânciaSexualityGenderInterventionEducationChildhoodCIENCIAS HUMANAS::PSICOLOGIA"As crianças querem saber como é que se vive!" : a formação de professoras/es de educação infantil em sexualidade e gêneroinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisTrabalho será publicado como artigo ou livro60 meses17/05/2026438234878069743636150050060034118672558173774233590462550136975366info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_RSinstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSTHUMBNAILTES_THAIS_BLANKENHEIM_CONFIDENCIAL.pdf.jpgTES_THAIS_BLANKENHEIM_CONFIDENCIAL.pdf.jpgimage/jpeg4105http://tede2.pucrs.br/tede2/bitstream/tede/9631/4/TES_THAIS_BLANKENHEIM_CONFIDENCIAL.pdf.jpg33af93f22c8befc6e8ca30aa82d550e5MD54TEXTTES_THAIS_BLANKENHEIM_CONFIDENCIAL.pdf.txtTES_THAIS_BLANKENHEIM_CONFIDENCIAL.pdf.txttext/plain2837http://tede2.pucrs.br/tede2/bitstream/tede/9631/3/TES_THAIS_BLANKENHEIM_CONFIDENCIAL.pdf.txtfd737ac505e5a83127a464b1b96e46daMD53ORIGINALTES_THAIS_BLANKENHEIM_CONFIDENCIAL.pdfTES_THAIS_BLANKENHEIM_CONFIDENCIAL.pdfapplication/pdf833150http://tede2.pucrs.br/tede2/bitstream/tede/9631/2/TES_THAIS_BLANKENHEIM_CONFIDENCIAL.pdfbbc64075d9120a2c513deaeb2877aeb4MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-8590http://tede2.pucrs.br/tede2/bitstream/tede/9631/1/license.txt220e11f2d3ba5354f917c7035aadef24MD51tede/96312021-05-17 20:00:26.999oai:tede2.pucrs.br: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Biblioteca Digital de Teses e Dissertaçõeshttp://tede2.pucrs.br/tede2/PRIhttps://tede2.pucrs.br/oai/requestbiblioteca.central@pucrs.br||opendoar:2021-05-17T23:00:26Biblioteca Digital de Teses e Dissertações da PUC_RS - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false |
dc.title.por.fl_str_mv |
"As crianças querem saber como é que se vive!" : a formação de professoras/es de educação infantil em sexualidade e gênero |
title |
"As crianças querem saber como é que se vive!" : a formação de professoras/es de educação infantil em sexualidade e gênero |
spellingShingle |
"As crianças querem saber como é que se vive!" : a formação de professoras/es de educação infantil em sexualidade e gênero Blankenheim, Thaís Sexualidade Gênero Intervenção Educação Infância Sexuality Gender Intervention Education Childhood CIENCIAS HUMANAS::PSICOLOGIA |
title_short |
"As crianças querem saber como é que se vive!" : a formação de professoras/es de educação infantil em sexualidade e gênero |
title_full |
"As crianças querem saber como é que se vive!" : a formação de professoras/es de educação infantil em sexualidade e gênero |
title_fullStr |
"As crianças querem saber como é que se vive!" : a formação de professoras/es de educação infantil em sexualidade e gênero |
title_full_unstemmed |
"As crianças querem saber como é que se vive!" : a formação de professoras/es de educação infantil em sexualidade e gênero |
title_sort |
"As crianças querem saber como é que se vive!" : a formação de professoras/es de educação infantil em sexualidade e gênero |
author |
Blankenheim, Thaís |
author_facet |
Blankenheim, Thaís |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Costa, Angelo Brandelli |
dc.contributor.advisor-co1.fl_str_mv |
Pizzinato, Adolfo |
dc.contributor.author.fl_str_mv |
Blankenheim, Thaís |
contributor_str_mv |
Costa, Angelo Brandelli Pizzinato, Adolfo |
dc.subject.por.fl_str_mv |
Sexualidade Gênero Intervenção Educação Infância |
topic |
Sexualidade Gênero Intervenção Educação Infância Sexuality Gender Intervention Education Childhood CIENCIAS HUMANAS::PSICOLOGIA |
dc.subject.eng.fl_str_mv |
Sexuality Gender Intervention Education Childhood |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::PSICOLOGIA |
description |
This thesis constitutes a work of exploration, approximation and intervention in the fields of sexuality and gender in Early Childhood Education. Starting from the motivation of enabling, from early childhood, that teachers and educators be trained to act as driving the integral development of children, from the contact with knowledge about sexuality and gender and, consequently, from the possibility of intervening in a protective and equitable manner. For this, we had as objectives: 1) To investigate how the themes of sexuality and gender are treated in the Brazilian educational context, more specifically in Early Childhood Education, 2) To identify how these professionals are trained in the fields of sexuality and gender and, therefore, to verify how they are trained for the understanding and management of situations related to the subject, and 3) To build, apply and evaluate a formative intervention in Sexuality and Gender Education for early childhood education professionals. As results, we obtained the development of four articles. The first, "Educational interventions in the field of sexuality and gender in Brazil: a scope review", had as main result the evidence of the lack of studies that focus on the child age group, compared to adolescence, and the minority of studies working with teachers and educators. The second and third articles, respectively, "The (in)visibility of sexuality and gender fields in early childhood education: focus group analysis with educators", and "The school of Early Childhood Education towards sexuality and gender education: exploring the motivations of professionals from Rio Grande do Sul" pointed out gaps, such as the lack of the subject in the training offered by the teaching and pedagogy courses, the insecurity of the teachers/es in the management of the theme, doubts about the development of sexuality in childhood and about gender characteristics (male and female attributions) and orientation/sexual desire. The projected intervention was applied and presented in the fourth article, "Formative intervention in sexuality and gender for teachers/es of Early Childhood Education", which proved to be effective, as it significantly reduced the level of prejudice against sexual and gender diversity of the participants. In addition, an immediate effect was verified in relation to the application of knowledge and the motivation to learn more about the subject. However, not all items have changed significantly and, therefore, it was suggested the development of new interventions that emphasize more subtle manifestations of prejudice related to attitudes about sexual diversity and gender roles.In response to the three general objectives of this thesis, through the four studies conducted, deficiencies were identified in relation to the treatment of the theme in the Brazilian educational field, especially in the childhood age group. These deficiencies are evident both in the management of the theme in the daily school and in the education professionals' education. The intervention acted in order to ensure the role of teachers and, consequently, of the school institution, in preventive and protective action of integral development in childhood and in educational practices that operate from a perspective of diversity in education in sexuality and gender. |
publishDate |
2021 |
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2021-05-17T19:32:57Z |
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2021-03-18 |
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por |
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por |
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4382348780697436361 |
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500 500 600 |
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