Pensar direitos humanos na perspectiva de gênero: limites e possibilidades na educação profissional em Goiás
Autor(a) principal: | |
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Data de Publicação: | 2014 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFG |
Texto Completo: | http://repositorio.bc.ufg.br/tede/handle/tede/3936 |
Resumo: | This thesis aims to identify and analyze the knowledge produced in gender Technical Course in Nursing in Goiânia / GO. For the investigation of this study carried out a field study of qualitative approach in seven professional education institutions of the city of Goiânia, which offer the Technical Course in Nursing, two public and five private schools. As an instrument for data collection was used questionnaire with open questions to 71 students, semi-structured with 7 coordinating and analyzing course plan, aiming to expand the discussions and papers on the subject in gender Technical Course in Nursing interview. To interpret the data content analysis was performed, taking advantage of Gender Studies, Cultural Studies and contributions of Feminist Studies through the linked post-structuralist approach theoretical and methodological tools. As regards the analysis of travel plans, it was identified that the curriculum seeks to adapt to the host and living with differences, establishing a channel for discussion of human rights to disseminate ethical values and respect for human dignity human. Since these discussions are present in the current resolution 6/12, which brings as a guiding principle of professional technical high school education, the recognition of gender identities. Regarding the analysis of / the students, most of them / as pointed out that this issue is present in the subjects: elderly health, anatomy, public health, obstetrics and gynecology, being addressed in biological perspective. A small portion of them / as pointed out that gender is addressed in the disciplines: ethics, women's health, adolescent, health promotion and prevention, maternal and child psychology, a perspective that brings respect, ethics and citizen's rights program. In these analyzes, we identified the interest and curiosity of / the students on issues of sexual and gender identities in historical and socio-cultural needs of men and women building process. As regards the analysis of the coordinators, most believe that gender is constituted from female and male biological sex, marked by a heterosexual sexual identity. As a coordinator (institution X6) signaled gender as a social construction of masculinity and femininity, identified as culturally constructed. At the same time, all indicated the importance of discussing and reflecting on the socio-cultural-historical constructions that underlie the subject, be they comprise an emerging demand in the school context. Regarding the projects and actions developed in the courses, the analyzes show that most of the institutions promote lectures and events in a timely manner with themes focused on sexually transmitted diseases, aids, sexual health and contraception, in which gender issues appear as regularas and normalizing behaviors considered "belonging to each sex." Only one institution (X1) presented actions and pedagogical projects that dialogue with the perspective of socio-cultural construction of gender, continuous form and inserted in teacher education. Thus, it was possible to verify the statements, in the records and documents investigated, that besides the hegemonic knowledge based on an alleged "biological", there is a demand in this school space pointing to the need for reflection and discussion of the historical and socio-cultural constructions of kind in the Technical Course in Nursing. |
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Nicolino, Aline da Silvahttp://lattes.cnpq.br/0105114059435356Nicolino, Aline da SilvaDias, Luciana de OliveiraBueno, Sônia Maria Villelahttp://lattes.cnpq.br/3743541827826293Oliveira, Patrícia Fernandes de2015-01-26T13:01:59Z2014-07-11OLIVEIRA, Patrícia Fernandes de. Pensar direitos humanos na perspectiva de gênero: limites e possibilidades na educação profissional em Goiás. 2014. 112 f. Dissertação (Mestrado em Direitos Humanos) - Universidade Federal de Goiás, Goiânia, 2014.http://repositorio.bc.ufg.br/tede/handle/tede/3936This thesis aims to identify and analyze the knowledge produced in gender Technical Course in Nursing in Goiânia / GO. For the investigation of this study carried out a field study of qualitative approach in seven professional education institutions of the city of Goiânia, which offer the Technical Course in Nursing, two public and five private schools. As an instrument for data collection was used questionnaire with open questions to 71 students, semi-structured with 7 coordinating and analyzing course plan, aiming to expand the discussions and papers on the subject in gender Technical Course in Nursing interview. To interpret the data content analysis was performed, taking advantage of Gender Studies, Cultural Studies and contributions of Feminist Studies through the linked post-structuralist approach theoretical and methodological tools. As regards the analysis of travel plans, it was identified that the curriculum seeks to adapt to the host and living with differences, establishing a channel for discussion of human rights to disseminate ethical values and respect for human dignity human. Since these discussions are present in the current resolution 6/12, which brings as a guiding principle of professional technical high school education, the recognition of gender identities. Regarding the analysis of / the students, most of them / as pointed out that this issue is present in the subjects: elderly health, anatomy, public health, obstetrics and gynecology, being addressed in biological perspective. A small portion of them / as pointed out that gender is addressed in the disciplines: ethics, women's health, adolescent, health promotion and prevention, maternal and child psychology, a perspective that brings respect, ethics and citizen's rights program. In these analyzes, we identified the interest and curiosity of / the students on issues of sexual and gender identities in historical and socio-cultural needs of men and women building process. As regards the analysis of the coordinators, most believe that gender is constituted from female and male biological sex, marked by a heterosexual sexual identity. As a coordinator (institution X6) signaled gender as a social construction of masculinity and femininity, identified as culturally constructed. At the same time, all indicated the importance of discussing and reflecting on the socio-cultural-historical constructions that underlie the subject, be they comprise an emerging demand in the school context. Regarding the projects and actions developed in the courses, the analyzes show that most of the institutions promote lectures and events in a timely manner with themes focused on sexually transmitted diseases, aids, sexual health and contraception, in which gender issues appear as regularas and normalizing behaviors considered "belonging to each sex." Only one institution (X1) presented actions and pedagogical projects that dialogue with the perspective of socio-cultural construction of gender, continuous form and inserted in teacher education. Thus, it was possible to verify the statements, in the records and documents investigated, that besides the hegemonic knowledge based on an alleged "biological", there is a demand in this school space pointing to the need for reflection and discussion of the historical and socio-cultural constructions of kind in the Technical Course in Nursing.Esta dissertação tem como objetivo identificar e analisar os saberes de gênero produzidos no Curso Técnico em Enfermagem na cidade de Goiânia/GO. Para a investigação deste estudo realizou-se uma pesquisa de campo de abordagem qualitativa em sete instituições de educação profissional da cidade de Goiânia, que oferecem o Curso Técnico em Enfermagem, sendo duas escolas públicas e cinco privadas. Como instrumento para coleta dos dados utilizou-se questionário com questões abertas a 71 estudantes, entrevista semi-estruturada com 7 coordenadoras e análise do plano de curso, visando ampliar os debates e as produções sobre a temática gênero no Curso Técnico em Enfermagem. Para interpretação dos dados foi realizado a análise de conteúdo, valendo-se dos Estudos de Gênero, Estudos Culturais e das contribuições dos Estudos Feministas, por meio de ferramentas teórico-metodológicas vinculadas à abordagem pós-estruturalista. No que se refere às análises dos planos de curso, identificou-se que a matriz curricular procura se adequar para o acolhimento e a convivência com as diferenças, estabelecendo um canal para discussão dos direitos humanos ao disseminarem valores éticos e de respeito à dignidade da pessoa humana. Visto que tais discussões estão presentes na atual Resolução 6/12, a qual traz como princípio norteador da educação profissional técnica de nível médio, o reconhecimento das identidades de gênero. Em relação às análises dos/as estudantes, a maioria deles/as apontou que este tema está presente nas disciplinas: saúde do idoso, anatomia, saúde coletiva, obstetrícia e ginecologia, sendo abordado na perspectiva biológica. Uma pequena parcela deles/as apontou que gênero é abordado nas disciplinas: ética, saúde da mulher, programa do adolescente, promoção e prevenção da saúde, materno infantil e psicologia, numa perspectiva que aproxima do respeito, da ética e dos direitos do cidadão. Nestas análises, identificou-se o interesse e a curiosidade dos/as estudantes, quanto às questões das identidades sexuais e de gênero no processo de construção histórico-sócio-cultural de homens e mulheres. No que se refere às análises das coordenadoras, a maior parte acredita que gênero se constitui a partir do sexo biológico feminino e masculino, marcado por uma identidade sexual heterossexual. Apenas uma coordenadora (instituição X6) sinalizou gênero como uma construção social de masculinidade e de feminilidade, identificada como culturalmente construída. Ao mesmo tempo, todas indicaram a importância de discutir e refletir acerca das construções histórico-sócio-cultural que perpassam o tema, por compreenderem ser uma demanda emergente no contexto escolar. A respeito dos projetos e ações desenvolvidos nos cursos, as análises mostram que a maior parte das instituições promovem palestras e eventos de modo pontual, com temáticas voltadas para as doenças sexualmente transmissíveis, aids, saúde sexual e métodos contraceptivos, em que as questões de gênero aparecem como regularas e normatizadoras de comportamentos tidos como “pertencentes de cada sexo”. Somente uma instituição (X1) apresentou ações e projetos pedagógicos que dialogam com a perspectiva da construção sociocultural de gênero, de forma contínua e inserida na formação docente. Assim, foi possível verificar nas falas, nos registros e nos documentos investigados, que além dos saberes hegemônicos baseados numa suposta “natureza biológica”, existe neste espaço escolar uma demanda apontando a necessidade da reflexão e discussão acerca das construções histórico-sóciocultural de gênero no Curso Técnico em Enfermagem.Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2014-12-23T13:04:33Z No. of bitstreams: 1 Dissertação - Patrícia Fernandes de Oliveira - 2014.pdf: 657550 bytes, checksum: 2526864b7101c692cd99d09d96d2c234 (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2015-01-26T13:01:59Z (GMT) No. of bitstreams: 1 Dissertação - Patrícia Fernandes de Oliveira - 2014.pdf: 657550 bytes, checksum: 2526864b7101c692cd99d09d96d2c234 (MD5)Made available in DSpace on 2015-01-26T13:01:59Z (GMT). No. of bitstreams: 1 Dissertação - Patrícia Fernandes de Oliveira - 2014.pdf: 657550 bytes, checksum: 2526864b7101c692cd99d09d96d2c234 (MD5) Previous issue date: 2014-07-11application/pdfhttp://repositorio.bc.ufg.br/tede/retrieve/15061/Disserta%c3%a7%c3%a3o%20-%20Patr%c3%adcia%20Fernandes%20de%20Oliveira%20-%202014.pdf.jpgporUniversidade Federal de GoiásPrograma de Pós-graduação em Direitos Humanos (PRPG)UFGBrasilPró-Reitoria de Pós-graduação (PRPG)GêneroEducação profissionalCurso técnico em enfermagemDireitos humanosGenderProfessional educationTechnical nursingHuman rightsCIENCIAS SOCIAIS APLICADAS::DIREITOPensar direitos humanos na perspectiva de gênero: limites e possibilidades na educação profissional em GoiásThink about human rights from a gender perspective: limits and possibilities in professional educational education in Goiásinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis2804041811745128369600600600-264539188392646063-7277407233034425144info:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFGinstname:Universidade Federal de Goiás (UFG)instacron:UFGLICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Pensar direitos humanos na perspectiva de gênero: limites e possibilidades na educação profissional em Goiás |
dc.title.alternative.eng.fl_str_mv |
Think about human rights from a gender perspective: limits and possibilities in professional educational education in Goiás |
title |
Pensar direitos humanos na perspectiva de gênero: limites e possibilidades na educação profissional em Goiás |
spellingShingle |
Pensar direitos humanos na perspectiva de gênero: limites e possibilidades na educação profissional em Goiás Oliveira, Patrícia Fernandes de Gênero Educação profissional Curso técnico em enfermagem Direitos humanos Gender Professional education Technical nursing Human rights CIENCIAS SOCIAIS APLICADAS::DIREITO |
title_short |
Pensar direitos humanos na perspectiva de gênero: limites e possibilidades na educação profissional em Goiás |
title_full |
Pensar direitos humanos na perspectiva de gênero: limites e possibilidades na educação profissional em Goiás |
title_fullStr |
Pensar direitos humanos na perspectiva de gênero: limites e possibilidades na educação profissional em Goiás |
title_full_unstemmed |
Pensar direitos humanos na perspectiva de gênero: limites e possibilidades na educação profissional em Goiás |
title_sort |
Pensar direitos humanos na perspectiva de gênero: limites e possibilidades na educação profissional em Goiás |
author |
Oliveira, Patrícia Fernandes de |
author_facet |
Oliveira, Patrícia Fernandes de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Nicolino, Aline da Silva |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/0105114059435356 |
dc.contributor.referee1.fl_str_mv |
Nicolino, Aline da Silva |
dc.contributor.referee2.fl_str_mv |
Dias, Luciana de Oliveira |
dc.contributor.referee3.fl_str_mv |
Bueno, Sônia Maria Villela |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/3743541827826293 |
dc.contributor.author.fl_str_mv |
Oliveira, Patrícia Fernandes de |
contributor_str_mv |
Nicolino, Aline da Silva Nicolino, Aline da Silva Dias, Luciana de Oliveira Bueno, Sônia Maria Villela |
dc.subject.por.fl_str_mv |
Gênero Educação profissional Curso técnico em enfermagem Direitos humanos |
topic |
Gênero Educação profissional Curso técnico em enfermagem Direitos humanos Gender Professional education Technical nursing Human rights CIENCIAS SOCIAIS APLICADAS::DIREITO |
dc.subject.eng.fl_str_mv |
Gender Professional education Technical nursing Human rights |
dc.subject.cnpq.fl_str_mv |
CIENCIAS SOCIAIS APLICADAS::DIREITO |
description |
This thesis aims to identify and analyze the knowledge produced in gender Technical Course in Nursing in Goiânia / GO. For the investigation of this study carried out a field study of qualitative approach in seven professional education institutions of the city of Goiânia, which offer the Technical Course in Nursing, two public and five private schools. As an instrument for data collection was used questionnaire with open questions to 71 students, semi-structured with 7 coordinating and analyzing course plan, aiming to expand the discussions and papers on the subject in gender Technical Course in Nursing interview. To interpret the data content analysis was performed, taking advantage of Gender Studies, Cultural Studies and contributions of Feminist Studies through the linked post-structuralist approach theoretical and methodological tools. As regards the analysis of travel plans, it was identified that the curriculum seeks to adapt to the host and living with differences, establishing a channel for discussion of human rights to disseminate ethical values and respect for human dignity human. Since these discussions are present in the current resolution 6/12, which brings as a guiding principle of professional technical high school education, the recognition of gender identities. Regarding the analysis of / the students, most of them / as pointed out that this issue is present in the subjects: elderly health, anatomy, public health, obstetrics and gynecology, being addressed in biological perspective. A small portion of them / as pointed out that gender is addressed in the disciplines: ethics, women's health, adolescent, health promotion and prevention, maternal and child psychology, a perspective that brings respect, ethics and citizen's rights program. In these analyzes, we identified the interest and curiosity of / the students on issues of sexual and gender identities in historical and socio-cultural needs of men and women building process. As regards the analysis of the coordinators, most believe that gender is constituted from female and male biological sex, marked by a heterosexual sexual identity. As a coordinator (institution X6) signaled gender as a social construction of masculinity and femininity, identified as culturally constructed. At the same time, all indicated the importance of discussing and reflecting on the socio-cultural-historical constructions that underlie the subject, be they comprise an emerging demand in the school context. Regarding the projects and actions developed in the courses, the analyzes show that most of the institutions promote lectures and events in a timely manner with themes focused on sexually transmitted diseases, aids, sexual health and contraception, in which gender issues appear as regularas and normalizing behaviors considered "belonging to each sex." Only one institution (X1) presented actions and pedagogical projects that dialogue with the perspective of socio-cultural construction of gender, continuous form and inserted in teacher education. Thus, it was possible to verify the statements, in the records and documents investigated, that besides the hegemonic knowledge based on an alleged "biological", there is a demand in this school space pointing to the need for reflection and discussion of the historical and socio-cultural constructions of kind in the Technical Course in Nursing. |
publishDate |
2014 |
dc.date.issued.fl_str_mv |
2014-07-11 |
dc.date.accessioned.fl_str_mv |
2015-01-26T13:01:59Z |
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.citation.fl_str_mv |
OLIVEIRA, Patrícia Fernandes de. Pensar direitos humanos na perspectiva de gênero: limites e possibilidades na educação profissional em Goiás. 2014. 112 f. Dissertação (Mestrado em Direitos Humanos) - Universidade Federal de Goiás, Goiânia, 2014. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tede/3936 |
identifier_str_mv |
OLIVEIRA, Patrícia Fernandes de. Pensar direitos humanos na perspectiva de gênero: limites e possibilidades na educação profissional em Goiás. 2014. 112 f. Dissertação (Mestrado em Direitos Humanos) - Universidade Federal de Goiás, Goiânia, 2014. |
url |
http://repositorio.bc.ufg.br/tede/handle/tede/3936 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.program.fl_str_mv |
2804041811745128369 |
dc.relation.confidence.fl_str_mv |
600 600 600 |
dc.relation.department.fl_str_mv |
-264539188392646063 |
dc.relation.cnpq.fl_str_mv |
-7277407233034425144 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
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