As questões de gênero em anúncios publicitários: possibilidades de leitura para a desconstrução de estereótipos

• Autor(a) principal: Guedes, Eliana César Rodrigues
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
• Texto Completo: https://repositorio.ufpb.br/jspui/handle/123456789/25784
• topic: Esteriótipos de gênero; Leitura crítica; Anúncio publicitário; CNPQ::LINGUISTICA, LETRAS E ARTES

Young students' sexist view of the world helps the dissemination and standardization of gender stereotypes, especially regarding girls and women, which creates a problem in the schooling context. Furthermore, these children are not able to critically position themselves when we consider reading and interpretation exercises done in the classroom, remaining limited to the decoding and acknowledgment of explicit information, thus keeping themselves from completing a critical reading, which, in a certain way, erases their ability to glimpse and to discuss issues related to the subject of gender in text or non-verbal language. Facing this scenario means dealing with a demand to enable the deconstruction of the woman's image based on sexist and enforced generalizations and to encourage the practice of critical reading in the classroom, which culminated in this research. Our general objective is to elaborate a proposal of intervention stemming from the reading and interpretation of print advertisements published from 1940 to 1970 and in the 21st century which also enable reflection upon gender relations and the deconstruction of stereotypes.This research had students of the 9th year of the Fundamental Education period in the Brazilian education system (typically aged 14 or 15 years old) as participants and was carried out with the qualitative approach. Fieldwork was accomplished through a survey of exploratory and interventionist character and, due to the COVID-19 pandemic, had the remote application of diagnostic activities as a process for generating data. The present study is structured in three thematic axes which are supported by several authors, such as: Gender - Scott (1995), Butler (2003; 2009), Louro (2003; 2007; 2008), Carvalho (2010), Conell e Pearse (2015) e Auad (2019); Leitura – Freire (1987; 1989; 2006), Foucambert (1994; 1997); Chartier (1999), Lajolo (2001), Silva (1989; 1991; 1995; 2003; 2009); Anúncio publicitário - Péninou (1974), Quesnel (1974), Kende (1974), Malanga (1976), Sant’Anna, Rocha Junior e Garcia (1998), Kress e van Leeuwen (2006), Carvalho (2007; 2014), among others. All theoretical axes of this research have also been contributed to by the Brazilian National Common Curricular Base (in Portuguese, Base Nacional Curricular or BNCC). The data analysis, implemented through the Cores of Signification method, ratified the reproduction of gender stereotypes by students. It was also verified that most participants in this project have a basic level of comprehension through the reading of language which explores gender relations and/or gender stereotypes. The result from that analysis made possible the elaboration of pedagogical activities aimed to facilitate contemplations regarding the category of gender and gender stereotypes and to awaken a critical sense in the students, bringing them to perform a critical reading of the texts in question. The activities, intended for the final years (6ht to 9th) of the Brazilian Fundamental Education period, resulted in the creation of the pedagogical guidebook (De)construction of gender stereotypes in the classroom, which aims to bolster teachers in the task to carry out activities focused on discussing gender in the classroom. With the research, we concluded that the main factor supporting the reproduction of stereotypes by young students is the experience of conservative and sexist home and school environments, which, in addition to influencing the development of their identity and the making of their values, enables the reproduction and legitimizes gender stereotypes.