Representações de docentes sobre as sexualidades da pessoa com síndrome de down
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da Universidade Estadual de Maringá (RI-UEM) |
Texto Completo: | http://repositorio.uem.br:8080/jspui/handle/1/4640 |
Resumo: | This study aimed to characterize the social representations of the mothers-teachers and their children, aged from 4 to 6 years-old, concerning the ways of educating. The study is part of the productions of the research group in School, Family and Society (GEPEFS). As a contribution to group studies, is justified by the need to understand how the educational practices adopted by the families are understood by the children, therefore to contribute to families in the sense that leads them to seek constant dialogue as a way of establishing a relationship of trust and affection when reprimanding a behavior understood as inappropriate. As a theoretical-methodological support, we chose the Theory of Social Representations that assisted us in understanding the thoughts and values that permeate the imagination of mothers and children when it comes to educating. The theory investigates the formation and the functioning of the reference systems we use to classify and interpret everyday events, as well as what happens within families. Ten mothers, who work as kindergarten teachers at a private school in a city located on the north of Paraná, as well as their ten children, between the ages of 4 and 6 years-old, participated on the study. The research proposal was: what are the social representations of mothers-teachers and their children about ways of educating? In order to carry out the research with the mother-teachers, the following instruments were used: a) Sociodemographic questionnaire; b) Free Word Association Test; c) Semistructured Interview Guideline. To collect data with the children, the following instruments were used: a) Free Word Association Test; b) Semistructured Interview Guideline; c) Guideline with questions regarding children's drawings. The research?s nature is qualitative. The results reveal that the social representations of the majority of mothers-teachers about the ways of educating come from the memories and influences of the way they were educated. Although they try to understand that the social and cultural changes occurred in family, with the insertion of women in the work field and increasingly assuming the position of responsible for the family base, mothers still seek as a reference the way in which they were educated to educate their own children. On the other hand, the social representations of the children on the ways of educating show us that adults often punish the children, without knowing if they understand why they are grounded or punished. When asked about how they will educate their children, in case they have them, the interviewed children are in favor of offering an affectionate home, with much love and care, showing that affective dialogue is always the best condition of proximity and understanding of the other. We have concluded that, even without realizing it, some mothers-teachers reproduce in the relationship with their children the ways of educating received from their mothers. In this way, they anchor their representations about the ways of educating in beliefs coming from the families in which they were inserted, preventing them from discovering their own way of doing so |
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Representações de docentes sobre as sexualidades da pessoa com síndrome de downSíndrome de Down - EducaçãoRepresentaçõesFormação de professorCiências HumanasEducaçãoThis study aimed to characterize the social representations of the mothers-teachers and their children, aged from 4 to 6 years-old, concerning the ways of educating. The study is part of the productions of the research group in School, Family and Society (GEPEFS). As a contribution to group studies, is justified by the need to understand how the educational practices adopted by the families are understood by the children, therefore to contribute to families in the sense that leads them to seek constant dialogue as a way of establishing a relationship of trust and affection when reprimanding a behavior understood as inappropriate. As a theoretical-methodological support, we chose the Theory of Social Representations that assisted us in understanding the thoughts and values that permeate the imagination of mothers and children when it comes to educating. The theory investigates the formation and the functioning of the reference systems we use to classify and interpret everyday events, as well as what happens within families. Ten mothers, who work as kindergarten teachers at a private school in a city located on the north of Paraná, as well as their ten children, between the ages of 4 and 6 years-old, participated on the study. The research proposal was: what are the social representations of mothers-teachers and their children about ways of educating? In order to carry out the research with the mother-teachers, the following instruments were used: a) Sociodemographic questionnaire; b) Free Word Association Test; c) Semistructured Interview Guideline. To collect data with the children, the following instruments were used: a) Free Word Association Test; b) Semistructured Interview Guideline; c) Guideline with questions regarding children's drawings. The research?s nature is qualitative. The results reveal that the social representations of the majority of mothers-teachers about the ways of educating come from the memories and influences of the way they were educated. Although they try to understand that the social and cultural changes occurred in family, with the insertion of women in the work field and increasingly assuming the position of responsible for the family base, mothers still seek as a reference the way in which they were educated to educate their own children. On the other hand, the social representations of the children on the ways of educating show us that adults often punish the children, without knowing if they understand why they are grounded or punished. When asked about how they will educate their children, in case they have them, the interviewed children are in favor of offering an affectionate home, with much love and care, showing that affective dialogue is always the best condition of proximity and understanding of the other. We have concluded that, even without realizing it, some mothers-teachers reproduce in the relationship with their children the ways of educating received from their mothers. In this way, they anchor their representations about the ways of educating in beliefs coming from the families in which they were inserted, preventing them from discovering their own way of doing soNesta dissertação, após a realização de revisão da produção acadêmica dos últimos dez anos sobre sexualidade e pessoas com Síndrome de Down, buscamos responder à seguinte questão: quais as representações sobre a sexualidade dos indivíduos com Síndrome de Down (SD) têm sido manifestadas pelas docentes que atuam em uma escola de atendimento especializado? Para responder a essa indagação, nosso objetivo foi analisar as representações de docente sobre a sexualidade de seus estudantes com SD. Realizamos a pesquisa com oito docentes que atuam há mais de cinco anos em uma escola especializada em atendimento a esse público, situada em um município do noroeste do Paraná. De ordem qualitativa, a metodologia da pesquisa contemplou entrevistas individuais semiestruturadas com as docentes e aplicação do Teste de Associação Livre de Palavras. Os dados produzidos pelas professoras foram analisados por meio do método de Análise de Conteúdo. Durante o desenvolvimento da pesquisa, as docentes revelaram representações da sexualidade de seus estudantes reduzidas à genitalidade. Essa sexualidade foi ora representada como hiperssexualizada, ou seja, ?aflorada e exacerbada?; ora, como ingênua e angelical. Essas concepções confirmam resultados de estudos anteriores, segundo os quais a sexualidade humana se reduz a aspectos biológicos, reprodutivos e médicos, relacionados ao aparelho reprodutor masculino e feminino. Além disso, sugerem que suas representações reproduzem a moral estóica, cristã e biopolítica que se mantêm presentes como pano de fundo da sociedade brasileira contemporânea. Por essa razão, em relação à formação docente, consideramos que a introdução de temas sobre sexualidade, gênero, sexo e corpo na instituição escolar exige intervenções específicas com as professoras para levá-las a desestabilizar e refletir sobre suas próprias representações. No que se refere aos estudantes, inferimos que uma orientação, o mais isenta possível, de tabus, de estereótipos e de preconceitos quanto a esses temas somente é praticável se as professoras estão abertas à aceitação de formas de viver diferentes das suas e das convenções hegemônicas. Concluímos que as representações das docentes sobre sexualidades e SD as impedem de articular pratica pedagógicas menos estereotipadas e preconceituosas a respeito da sexualidade de SD. Por conta disso, o/as estudantes com SD continuam sendo atendidos com uma perspectiva de exclusão e normalização de suas condições e comportamentos, embora as políticas educacionais sejam de inclusão. As representações da sexualidade do SD ao se manterem estigmatizadoras perpetuam uma pedagogia do outro que não reverbera os saberes e os desejos desses indivíduos131 f.Universidade Estadual de MaringáBrasilPrograma de Pós-Graduação em EducaçãoMaringá, PRCentro de Ciências Humanas, Letras e ArtesGeiva Carolina Calsa [Orientador] - UEMProf.ª Dr.ª Geiva Carolina CalsaSimone Moreira de Moura - UELGizeli Aparecida Ribeiro de Alencar - UEMNantes, Elaine da Silva2018-07-30T15:52:44Z2018-07-30T15:52:44Z2018info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisNANTES, Elaine da Silva. Representações de docentes sobre as sexualidades da pessoa com síndrome de down. 2018. 131 f. Dissertação (mestrado em Educação) - Universidade Estadual de Maringá, Maringá, 2018.http://repositorio.uem.br:8080/jspui/handle/1/4640porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da Universidade Estadual de Maringá (RI-UEM)instname:Universidade Estadual de Maringá (UEM)instacron:UEM2018-07-30T16:54:28Zoai:localhost:1/4640Repositório InstitucionalPUBhttp://repositorio.uem.br:8080/oai/requestopendoar:2024-04-23T14:57:48.156393Repositório Institucional da Universidade Estadual de Maringá (RI-UEM) - Universidade Estadual de Maringá (UEM)false |
dc.title.none.fl_str_mv |
Representações de docentes sobre as sexualidades da pessoa com síndrome de down |
title |
Representações de docentes sobre as sexualidades da pessoa com síndrome de down |
spellingShingle |
Representações de docentes sobre as sexualidades da pessoa com síndrome de down Nantes, Elaine da Silva Síndrome de Down - Educação Representações Formação de professor Ciências Humanas Educação |
title_short |
Representações de docentes sobre as sexualidades da pessoa com síndrome de down |
title_full |
Representações de docentes sobre as sexualidades da pessoa com síndrome de down |
title_fullStr |
Representações de docentes sobre as sexualidades da pessoa com síndrome de down |
title_full_unstemmed |
Representações de docentes sobre as sexualidades da pessoa com síndrome de down |
title_sort |
Representações de docentes sobre as sexualidades da pessoa com síndrome de down |
author |
Nantes, Elaine da Silva |
author_facet |
Nantes, Elaine da Silva |
author_role |
author |
dc.contributor.none.fl_str_mv |
Geiva Carolina Calsa [Orientador] - UEM Prof.ª Dr.ª Geiva Carolina Calsa Simone Moreira de Moura - UEL Gizeli Aparecida Ribeiro de Alencar - UEM |
dc.contributor.author.fl_str_mv |
Nantes, Elaine da Silva |
dc.subject.por.fl_str_mv |
Síndrome de Down - Educação Representações Formação de professor Ciências Humanas Educação |
topic |
Síndrome de Down - Educação Representações Formação de professor Ciências Humanas Educação |
description |
This study aimed to characterize the social representations of the mothers-teachers and their children, aged from 4 to 6 years-old, concerning the ways of educating. The study is part of the productions of the research group in School, Family and Society (GEPEFS). As a contribution to group studies, is justified by the need to understand how the educational practices adopted by the families are understood by the children, therefore to contribute to families in the sense that leads them to seek constant dialogue as a way of establishing a relationship of trust and affection when reprimanding a behavior understood as inappropriate. As a theoretical-methodological support, we chose the Theory of Social Representations that assisted us in understanding the thoughts and values that permeate the imagination of mothers and children when it comes to educating. The theory investigates the formation and the functioning of the reference systems we use to classify and interpret everyday events, as well as what happens within families. Ten mothers, who work as kindergarten teachers at a private school in a city located on the north of Paraná, as well as their ten children, between the ages of 4 and 6 years-old, participated on the study. The research proposal was: what are the social representations of mothers-teachers and their children about ways of educating? In order to carry out the research with the mother-teachers, the following instruments were used: a) Sociodemographic questionnaire; b) Free Word Association Test; c) Semistructured Interview Guideline. To collect data with the children, the following instruments were used: a) Free Word Association Test; b) Semistructured Interview Guideline; c) Guideline with questions regarding children's drawings. The research?s nature is qualitative. The results reveal that the social representations of the majority of mothers-teachers about the ways of educating come from the memories and influences of the way they were educated. Although they try to understand that the social and cultural changes occurred in family, with the insertion of women in the work field and increasingly assuming the position of responsible for the family base, mothers still seek as a reference the way in which they were educated to educate their own children. On the other hand, the social representations of the children on the ways of educating show us that adults often punish the children, without knowing if they understand why they are grounded or punished. When asked about how they will educate their children, in case they have them, the interviewed children are in favor of offering an affectionate home, with much love and care, showing that affective dialogue is always the best condition of proximity and understanding of the other. We have concluded that, even without realizing it, some mothers-teachers reproduce in the relationship with their children the ways of educating received from their mothers. In this way, they anchor their representations about the ways of educating in beliefs coming from the families in which they were inserted, preventing them from discovering their own way of doing so |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-07-30T15:52:44Z 2018-07-30T15:52:44Z 2018 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
NANTES, Elaine da Silva. Representações de docentes sobre as sexualidades da pessoa com síndrome de down. 2018. 131 f. Dissertação (mestrado em Educação) - Universidade Estadual de Maringá, Maringá, 2018. http://repositorio.uem.br:8080/jspui/handle/1/4640 |
identifier_str_mv |
NANTES, Elaine da Silva. Representações de docentes sobre as sexualidades da pessoa com síndrome de down. 2018. 131 f. Dissertação (mestrado em Educação) - Universidade Estadual de Maringá, Maringá, 2018. |
url |
http://repositorio.uem.br:8080/jspui/handle/1/4640 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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info:eu-repo/semantics/openAccess |
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openAccess |
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Universidade Estadual de Maringá Brasil Programa de Pós-Graduação em Educação Maringá, PR Centro de Ciências Humanas, Letras e Artes |
publisher.none.fl_str_mv |
Universidade Estadual de Maringá Brasil Programa de Pós-Graduação em Educação Maringá, PR Centro de Ciências Humanas, Letras e Artes |
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Repositório Institucional da Universidade Estadual de Maringá (RI-UEM) - Universidade Estadual de Maringá (UEM) |
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