A alta capacidade pela perspectiva das mulheres: estudos de caso do Brasil e da Espanha
Autor(a) principal: | |
---|---|
Data de Publicação: | 2019 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/12176 |
Resumo: | The finding that national and international studies on women's giftedness are still incipient in light of the universe of research already conducted on human intelligence highlights the inequality in the identification and development of gifted girls and women, as well as internal and external barriers faced by them. From this, the main objective of this study was to identify and analyze the barriers that hinder the identification and development of gifted girls in two different educational contexts, in Brazil and in Spain, and to propose actions to overcome these barriers within the context of conceptualization, identification and educational service of each country. The secondary objectives were: a) contextualize the concepts, strategies of identification and educational assistance to gifted students through case studies of a local program in Brazil and another in Spain; b) identify and analyze the barriers that hinder the diagnosis and development of the potential of girls with giftedness in procedures, mediations and personal experiences; c) reveal how these barriers are addressed by their service management, families and professionals involved. Thus, we conducted a qualitative research with a feminist critical perspective with the Collective Subject Discourse method. We used documentary research and problem-centered interviews as techniques to collect data, considering that the documentary research was based on legal documents that allowed contextualizing the processes of identification and attendance to the gifted students of each investigated locality, besides the statistical data regarding the enrollment of male and female students with iftedness. The interviews were analyzed following the methodological proposal of the Collective Subject Discourse and the results of the analyzes were organized in two Case Studies: one related to the study conducted in a city of the autonomous community of Andalusia, Spain; and one related to a study conducted in a city in the state of Minas Gerais, Brazil. Thus, 7 female students (8 to 16 years) from Spain and 7 female students (11 to 18 years) from Brazil were the main participants in the study. The results showed that in both Brazil and Spain, the national average of formally identified girls with giftedness is lower than the number of boys, and in the Spanish city, the proportion of girls is higher than the national average, but even lower that the average of boys; and in the Brazilian city, the proportion of girls is higher than the proportion of boys. The analysis of interviews with girls with giftedness in Brazil and Spain, pointed to the existence of the following gender bias as the main barriers to the identification and development of their potential: the need to be or look perfect, the impostor syndrome, the willingness to help or care, and the complacent leadership model. In this sense, access to specific care programs for the development of giftedness, motivation in the educational and family environment, the existence of mentors and women who are models of potential realization, are fundamental factors for the confrontation of gender bias. |
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Massuda, Mayra BertoRangni, Rosemeire de Araújohttp://lattes.cnpq.br/6399149504309769Domingo, Pilar Ballarínhttp://lattes.cnpq.br/446903076628519668956230-bb91-40c9-b557-60d4946382032020-01-28T17:30:03Z2020-01-28T17:30:03Z2019-10-04MASSUDA, Mayra Berto. A alta capacidade pela perspectiva das mulheres: estudos de caso do Brasil e da Espanha. 2019. Tese (Doutorado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2019. Disponível em: https://repositorio.ufscar.br/handle/ufscar/12176.https://repositorio.ufscar.br/handle/ufscar/12176The finding that national and international studies on women's giftedness are still incipient in light of the universe of research already conducted on human intelligence highlights the inequality in the identification and development of gifted girls and women, as well as internal and external barriers faced by them. From this, the main objective of this study was to identify and analyze the barriers that hinder the identification and development of gifted girls in two different educational contexts, in Brazil and in Spain, and to propose actions to overcome these barriers within the context of conceptualization, identification and educational service of each country. The secondary objectives were: a) contextualize the concepts, strategies of identification and educational assistance to gifted students through case studies of a local program in Brazil and another in Spain; b) identify and analyze the barriers that hinder the diagnosis and development of the potential of girls with giftedness in procedures, mediations and personal experiences; c) reveal how these barriers are addressed by their service management, families and professionals involved. Thus, we conducted a qualitative research with a feminist critical perspective with the Collective Subject Discourse method. We used documentary research and problem-centered interviews as techniques to collect data, considering that the documentary research was based on legal documents that allowed contextualizing the processes of identification and attendance to the gifted students of each investigated locality, besides the statistical data regarding the enrollment of male and female students with iftedness. The interviews were analyzed following the methodological proposal of the Collective Subject Discourse and the results of the analyzes were organized in two Case Studies: one related to the study conducted in a city of the autonomous community of Andalusia, Spain; and one related to a study conducted in a city in the state of Minas Gerais, Brazil. Thus, 7 female students (8 to 16 years) from Spain and 7 female students (11 to 18 years) from Brazil were the main participants in the study. The results showed that in both Brazil and Spain, the national average of formally identified girls with giftedness is lower than the number of boys, and in the Spanish city, the proportion of girls is higher than the national average, but even lower that the average of boys; and in the Brazilian city, the proportion of girls is higher than the proportion of boys. The analysis of interviews with girls with giftedness in Brazil and Spain, pointed to the existence of the following gender bias as the main barriers to the identification and development of their potential: the need to be or look perfect, the impostor syndrome, the willingness to help or care, and the complacent leadership model. In this sense, access to specific care programs for the development of giftedness, motivation in the educational and family environment, the existence of mentors and women who are models of potential realization, are fundamental factors for the confrontation of gender bias.El hecho de que los estudios nacionales e internacionales sobre la alta capacidad femenina siguen siendo escasos en el universo de la investigación científica ya realizada acerca de la inteligencia humana, pone de relieve la desigualdad en la identificación y desarrollo de las niñas y mujeres con alta capacidad, así como las barreras internas y externas que ellas enfrentan. A partir de eso, el objetivo general de esta investigación fue indentificar y analizar las barreras que dificultan la identificación y el desarrollo de niñas con alta capacidad en dos contextos de atención educativa diversos como son los de Brasil y España y proponer acciones para la superación de esas barreras en el contexto de conceptualización, identificación y atención educativa de cada país. Los objetivos secundarios son: a) contextualizar los conceptos, las estrategias de identificación y atención educativa a alumnos y alumnas con alta capacidad a través de los estudios de caso de un programa local de Brasil y en otro de España; b) identificar y analizar las barreras que dificultan el diagnóstico y el desarrollo de las potencialidades de las niñas con alta capacidad en los procedimientos, mediaciones y experiencias personales; c) desvelar cómo se afrontan las barreras desde la gestión de los programas, las familias y las propias implicadas. Así, se aplicó una investigación cualitativa con una perspectiva crítica feminista con el método del Discurso del Sujeto Colectivo. Las técnicas de recogida de datos fueron la investigación documental y entrevistas centradas en el problema siendo que la investigación documental se basó en los documentos legales que permitieran contextualizar los procesos de identificación y atención a la alta capacidad de cada localidad investigada, y en los datos estadísticos referentes a las matrículas de alumnos y alumnas con alta capacidad. Las entrevistas fueron analizadas siguiendo la propuesta metodológica del Discurso del Sujeto Colectivo y los resultados de los análisis fueron organizados en dos Estudios de Caso: uno relativo al estudio realizado en una ciudad de la comunidad autónoma de Andalucía, España; y otro relativo al estudio realizado en una ciudad del estado de Minas Gerais, Brasil. De esta forma, fueron las participantes principales de la investigación 7 alumnas (8 a 16 años) de España y 7 alumnas (11 a 18 años) de Brasil. Los resultados señalan que, tanto en Brasil como en España, el promedio nacional de niñas formalmente identificadas con alta capacidad, es inferior al número de niños, siendo que, en la ciudad española, la proporción de niñas es mayor que el promedio nacional, pero aún menor que el promedio de niños; y en la ciudad brasileña, la proporción de niñas es mayor que la proporción de niños. El análisis de las entrevistas con las niñas con alta capacidad en Brasil y España, señalan la existencia de los siguientes códigos de género como las principales barreras para la identificación y desarrollo de su potencial: la necesidad de ser o parecer perfecta, el síndrome de la impostora, la disposición en ayudar o cuidar y el modelo de liderazgo complaciente. En este sentido, el acceso a programas de atención específica para el desarrollo de la alta capacidad, la motivación en el ambiente educativo y familiar, la existencia de mentoras y mujeres que son modelo de realización del potencial, son factores fundamentales para el enfrentamiento de los códigos de género.A constatação de que os estudos nacionais e internacionais sobre a alta capacidade feminina são ainda insipientes diante do universo de pesquisas já realizadas sobre a inteligência humana coloca em evidência a desigualdade na identificação e desenvolvimento de meninas e mulheres com alta capacidade, bem como as barreiras internas e externas enfrentadas por elas. A partir disso, o objetivo principal deste estudo foi identificar e analisar as barreiras que dificultam a identificação e o desenvolvimento de meninas com alta capacidade em dois contextos de atendimento educacional diferentes, no Brasil e o na Espanha, e propor ações para a superação dessas barreiras dentro do contexto de conceitualização, identificação e atendimento educacional de cada país. Os objetivos secundários foram: a) contextualizar os conceitos, as estratégias de identificação e de atendimento educacional a alunos e alunas com alta capacidade através dos estudos de caso de um programa local do Brasil e outro da Espanha; b) identificar e analisar as barreiras que dificultam o diagnóstico e o desenvolvimento das potencialidades de meninas com alta capacidade nos procedimentos, mediações e experiências pessoais; c) revelar como são enfrentadas essas barreiras pela gestão dos programas, pelas famílias e pelas próprias implicadas. Dessa forma, foi aplicada a pesquisa de cunho qualitativo com uma perspectiva crítica feminista com o método do Discurso do Sujeito Coletivo. As técnicas de coleta foram a pesquisa documental e entrevistas centradas no problema, sendo que a pesquisa documental se baseou nos documentos legais que permitiram contextualizar os processos de identificação e atendimento à alta capacidade de cada localidade investigada, e nos dados estatísticos referentes às matrículas de alunos e alunas com alta capacidade. As entrevistas foram analisadas seguindo a proposta metodológica do Discurso do Sujeito Coletivo e o resultado das análises foi organizado em dois Estudos de Caso: um relativo ao estudo realizado em uma cidade da comunidade autônoma de Andaluzia, Espanha; e um relativo ao estudo realizado em uma cidade do estado de Minas Gerais, Brasil. Foram participantes do estudo 7 alunas (8 a 16 anos) da Espanha e 7 alunas (11 a 18 anos) do Brasil. Os resultados mostraram que tanto no Brasil quanto na Espanha, a média nacional de meninas formalmente identificadas com alta capacidade, é inferior ao número de meninos, sendo que, na cidade espanhola, a proporção de meninas é maior que a média nacional, mas ainda menor que a média de meninos; e na cidade brasileira, a proporção de meninas é maior que a proporção de meninos. A análise das entrevistas com as meninas com alta capacidade no Brasil e na Espanha, apontou a existência dos seguintes códigos de gênero como principais barreiras para a identificação e desenvolvimento do seu potencial: a necessidade de ser ou parecer perfeita, a síndrome da impostora, a disposição em ajudar ou cuidar, e o modelo de liderança complacente. Nesse sentido, o acesso a programas de atendimento específico para o desenvolvimento da alta capacidade, a motivação no ambiente educacional e familiar, a existência de mentoras e mulheres que sejam modelo de realização do potencial, são fatores fundamentais para o enfrentamento dos códigos de gênero.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)CAPES: código de financiamento - 001porUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Educação Especial - PPGEEsUFSCarAttribution-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nd/3.0/br/info:eu-repo/semantics/openAccessEducação especialAlta capacidadeGêneroEducação da mulherSpecial educationGiftednessGenderWomen educationEducación especialAlta capacidadGéneroEducación de la mujerCIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAOA alta capacidade pela perspectiva das mulheres: estudos de caso do Brasil e da EspanhaGiftedness from the perspective of women: case studies from Brazil and SpainAltas capacidades desde la perspectiva de las mujeres: estudios de caso de Brasil y Españainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis6003fb77af2-44c3-47fd-97f3-7f38c4a68f4creponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALMASSUDA_MayraBerto_2019.pdfMASSUDA_MayraBerto_2019.pdfapplication/pdf1994504https://repositorio.ufscar.br/bitstream/ufscar/12176/1/MASSUDA_MayraBerto_2019.pdf895e7e0cd348025bb73b9dd12b6eb14dMD51Autodeposotio.pdfAutodeposotio.pdfapplication/pdf298085https://repositorio.ufscar.br/bitstream/ufscar/12176/3/Autodeposotio.pdfcd88d3096c416c13427bcb4aa29a1bedMD53CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8805https://repositorio.ufscar.br/bitstream/ufscar/12176/2/license_rdfc4c98de35c20c53220c07884f4def27cMD52TEXTMASSUDA_MayraBerto_2019.pdf.txtMASSUDA_MayraBerto_2019.pdf.txtExtracted texttext/plain554522https://repositorio.ufscar.br/bitstream/ufscar/12176/4/MASSUDA_MayraBerto_2019.pdf.txt9a5e2f8190fb72fbcfd2d67d904bb488MD54Autodeposotio.pdf.txtAutodeposotio.pdf.txtExtracted texttext/plain1525https://repositorio.ufscar.br/bitstream/ufscar/12176/6/Autodeposotio.pdf.txte0db743f3c550e0bb4e6766abe3a54a4MD56THUMBNAILMASSUDA_MayraBerto_2019.pdf.jpgMASSUDA_MayraBerto_2019.pdf.jpgIM Thumbnailimage/jpeg6351https://repositorio.ufscar.br/bitstream/ufscar/12176/5/MASSUDA_MayraBerto_2019.pdf.jpga12d9db01128afe362ed15c9be77387eMD55Autodeposotio.pdf.jpgAutodeposotio.pdf.jpgIM Thumbnailimage/jpeg13057https://repositorio.ufscar.br/bitstream/ufscar/12176/7/Autodeposotio.pdf.jpg1fa8798a09533ef2ab368cf3e9e959c6MD57ufscar/121762023-09-18 18:31:49.339oai:repositorio.ufscar.br:ufscar/12176Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:31:49Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
A alta capacidade pela perspectiva das mulheres: estudos de caso do Brasil e da Espanha |
dc.title.alternative.eng.fl_str_mv |
Giftedness from the perspective of women: case studies from Brazil and Spain |
dc.title.alternative.spa.fl_str_mv |
Altas capacidades desde la perspectiva de las mujeres: estudios de caso de Brasil y España |
title |
A alta capacidade pela perspectiva das mulheres: estudos de caso do Brasil e da Espanha |
spellingShingle |
A alta capacidade pela perspectiva das mulheres: estudos de caso do Brasil e da Espanha Massuda, Mayra Berto Educação especial Alta capacidade Gênero Educação da mulher Special education Giftedness Gender Women education Educación especial Alta capacidad Género Educación de la mujer CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
title_short |
A alta capacidade pela perspectiva das mulheres: estudos de caso do Brasil e da Espanha |
title_full |
A alta capacidade pela perspectiva das mulheres: estudos de caso do Brasil e da Espanha |
title_fullStr |
A alta capacidade pela perspectiva das mulheres: estudos de caso do Brasil e da Espanha |
title_full_unstemmed |
A alta capacidade pela perspectiva das mulheres: estudos de caso do Brasil e da Espanha |
title_sort |
A alta capacidade pela perspectiva das mulheres: estudos de caso do Brasil e da Espanha |
author |
Massuda, Mayra Berto |
author_facet |
Massuda, Mayra Berto |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/4469030766285196 |
dc.contributor.author.fl_str_mv |
Massuda, Mayra Berto |
dc.contributor.advisor1.fl_str_mv |
Rangni, Rosemeire de Araújo |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/6399149504309769 |
dc.contributor.advisor-co1.fl_str_mv |
Domingo, Pilar Ballarín |
dc.contributor.authorID.fl_str_mv |
68956230-bb91-40c9-b557-60d494638203 |
contributor_str_mv |
Rangni, Rosemeire de Araújo Domingo, Pilar Ballarín |
dc.subject.por.fl_str_mv |
Educação especial Alta capacidade Gênero Educação da mulher |
topic |
Educação especial Alta capacidade Gênero Educação da mulher Special education Giftedness Gender Women education Educación especial Alta capacidad Género Educación de la mujer CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
dc.subject.eng.fl_str_mv |
Special education Giftedness Gender Women education |
dc.subject.spa.fl_str_mv |
Educación especial Alta capacidad Género Educación de la mujer |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
description |
The finding that national and international studies on women's giftedness are still incipient in light of the universe of research already conducted on human intelligence highlights the inequality in the identification and development of gifted girls and women, as well as internal and external barriers faced by them. From this, the main objective of this study was to identify and analyze the barriers that hinder the identification and development of gifted girls in two different educational contexts, in Brazil and in Spain, and to propose actions to overcome these barriers within the context of conceptualization, identification and educational service of each country. The secondary objectives were: a) contextualize the concepts, strategies of identification and educational assistance to gifted students through case studies of a local program in Brazil and another in Spain; b) identify and analyze the barriers that hinder the diagnosis and development of the potential of girls with giftedness in procedures, mediations and personal experiences; c) reveal how these barriers are addressed by their service management, families and professionals involved. Thus, we conducted a qualitative research with a feminist critical perspective with the Collective Subject Discourse method. We used documentary research and problem-centered interviews as techniques to collect data, considering that the documentary research was based on legal documents that allowed contextualizing the processes of identification and attendance to the gifted students of each investigated locality, besides the statistical data regarding the enrollment of male and female students with iftedness. The interviews were analyzed following the methodological proposal of the Collective Subject Discourse and the results of the analyzes were organized in two Case Studies: one related to the study conducted in a city of the autonomous community of Andalusia, Spain; and one related to a study conducted in a city in the state of Minas Gerais, Brazil. Thus, 7 female students (8 to 16 years) from Spain and 7 female students (11 to 18 years) from Brazil were the main participants in the study. The results showed that in both Brazil and Spain, the national average of formally identified girls with giftedness is lower than the number of boys, and in the Spanish city, the proportion of girls is higher than the national average, but even lower that the average of boys; and in the Brazilian city, the proportion of girls is higher than the proportion of boys. The analysis of interviews with girls with giftedness in Brazil and Spain, pointed to the existence of the following gender bias as the main barriers to the identification and development of their potential: the need to be or look perfect, the impostor syndrome, the willingness to help or care, and the complacent leadership model. In this sense, access to specific care programs for the development of giftedness, motivation in the educational and family environment, the existence of mentors and women who are models of potential realization, are fundamental factors for the confrontation of gender bias. |
publishDate |
2019 |
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2019-10-04 |
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2020-01-28T17:30:03Z |
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2020-01-28T17:30:03Z |
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MASSUDA, Mayra Berto. A alta capacidade pela perspectiva das mulheres: estudos de caso do Brasil e da Espanha. 2019. Tese (Doutorado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2019. Disponível em: https://repositorio.ufscar.br/handle/ufscar/12176. |
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https://repositorio.ufscar.br/handle/ufscar/12176 |
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MASSUDA, Mayra Berto. A alta capacidade pela perspectiva das mulheres: estudos de caso do Brasil e da Espanha. 2019. Tese (Doutorado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2019. Disponível em: https://repositorio.ufscar.br/handle/ufscar/12176. |
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Universidade Federal de São Carlos Câmpus São Carlos |
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Universidade Federal de São Carlos Câmpus São Carlos |
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