Percepções de masculinidades na formação docente

• Autor(a) principal: Santos, Rodrigo de Brito dos
• Data de Publicação: 2020
• Outros Autores: [e-mail]
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/19707
• topic: Ensino fundamental; Identidade de gênero na educação; Formação de professores; CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM

In the teaching routine in early childhood education and in the early years of elementary school, many readings are built on the feminine and on the necessary knowledge for teachers who work in these segments, however few studies focus on the masculine. Prejudiced attitudes against those who are a minority refer to the importance and valorization of fostering discussions about identities and diversities, of tolerance and reflection on the dilemmas and tensions in training and professional performance. This investigation is supported by contributions from authors such as Carvalho (1998), Cadilhe (2017), Fialho (2006), Louro (1997), Molinier and Welzer Lang (2009), Medrado and Lyra (2008), Miskolci (2017), Sayão (2005), Scott (1995), among others. The aim of this study is to understand the students and teachers‟ perceptions about gender, masculinities and sexualities in teacher training in normal education and to reflect on the reading that is built on male teachers and their work with students in early childhood and elementary education. It is a qualitative research, with documentary analysis and a study of perceptions about gender, sexuality and masculinity through questionnaires and interviews with students and teachers of a teacher training course in the state of Rio de Janeiro. The analysis showed that most students have personal experiences that contribute to the understanding of the concepts of gender, sexuality and masculinity and indicated Pedagogical Disciplines, in general, and Educational Psychology, Sociology and Philosophy of Education, as those in which the theme was addressed more frequently. Although the school develops projects on the subject investigated and some knew of the relevance of this approach in training, some teachers were afraid to provide opportunities for dialogue in the classroom, and others aimed to plan the development of support material for teaching high school and in the early years of elementary school. Theoretical assumptions and practical developments in the daily life of the school are discussed, in the perspective of dialogue about differences and the need to address issues of gender, sexualities and masculinities in teacher training for work in basic education. This study contributes to research in the area with the problematization of student and teacher perceptions about gender, sexuality and masculinities in the formation of teachers in a normal course.