A inserção de gênero na educação infantil: a experiência de Portugal - entrevista com Maria João Cardona

• Autor(a) principal: Vianna, Cláudia
• Data de Publicação: 2018
• Outros Autores: Alvarenga, Carolina Faria
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UFLA
• Texto Completo: http://repositorio.ufla.br/jspui/handle/1/33056
• topic: Educação infantil; Políticas públicas; Cidadania; Igualdade de gênero; Childhood education; Public policies; Citizenship; Gender equality

The purpose of this interview is to offer contribution to problematize the introduction of gender’s perspective in education policies based on the successful experience of Portugal, more specifically the early childhood education and the early years of Elementary Education, which correspond to the 1st cycle of basic education in Portugal. The interview was conceded by Professor Maria João Cardona to professors Carolina Faria Alvarenga and Claudia Vianna, based on discussions via e-mail, and sometimes in person during doctoral training, in order to know gender public policies for the Portuguese childhood education. Despite the still uneven numbers regarding gender equality, over the years Portugal has been building public policies that place education as a strategic area in the struggle against gender inequalities. Professor Maria João Cardona stands out in the entire process of introducing gender and citizenship issues in early childhood and first cycle of basic education in Portugal, by coordinating the elaboration of the Education Guide - Gender and Citizenship - preschool, considered a historical landmark in the insertion of childhood education into equality policies. Professor Maria João Cardona is a childhood educator, a psychologist and a trainer of early childhood and basic education teachers in Portugal. She has master and doctorate degrees in Educational Sciences, held in France, based on sociology of education. Drawing on experience in many projects for early childhood education - which includes material production and teacher training in the articulation of equality policies and education policies - she provides an inspiring account of how gender issues can be articulated with institutional dimensions, policies and practices in proposing a national referential for early childhood education in Portugal.