The problematization of gender knowledge in the school environment: an intervention proposal for teacher training

• Autor(a) principal: França, Fabiane Freire
• Data de Publicação: 2010
• Outros Autores: Calsa, Geiva Carolina
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Antíteses
• Texto Completo: https://ojs.uel.br/revistas/uel/index.php/antiteses/article/view/2874
• topic: Education; Gender; Teacher training; Educational intervention; Concept Formation; Educação; Gênero; Formação docente; Intervenção pedagógica; Formação de conceitos

The aim of this study is to investigate the social representations of gender in teachers who work in 5th and 6th grades at a public school in the city of Sarandi/PR. Due to the political and social importance of discussion of gender, it have been raised the following problematizations: What are the social representations of teachers about gender? This concept could be rethought through a pedagogical intervention? We made interviews with the teachers and a process of pedagogical intervention with group discussions in order to rethink the genre in a socio-historical context that produces power relations. It was taken as data source the verbalizations of teachers before, during and after the process of pedagogical intervention. The results of this paper showed a movement of views and definitions of gender presented by the teachers after the pedagogical intervention which were different from their initial stance. This movement showed more a more open understanding to the concept of gender representations contrary to their initial representations. We believe that these results reveal the need of more discussion about gender in the school environment.