Professores homens: por uma ressignificação da docência nos anos iniciais do ensino fundamental
Autor(a) principal: | |
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Data de Publicação: | 2014 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional Manancial UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/7148 |
Resumo: | This dissertation is part of Schooling Practices and Public Policies Research line in the Post-Graduation in Education program at Universidade Federal de Santa Maria. The main goal of this work is to comprehend to which extent gender represantations affect images and receptiveness of male teachers in first years of elementary school. Five teachers who studied Pedagogy at UFSM beteween 1984 and 2012 were interviewed; a history about men insertion in pedagogy course was made aiming to understand the motivations that led the interviewees persuing this course. The knowlodge about the undergraduation course is highly relevant, therefore a research was conducted on this matter. As well as a history of feminist movements and gender studies was conducted. Based on these, masculinity and male identity as social constructions was discussed. Developing the study, with regard to the methodology, a case study a long with the quantitative and qualitative researches and themed oral history was developed. The theoretical and methodological framework include authors: Blonde (1990, 1996, 2002, 2003, 2009), Badinter (1993), Connell (1995), Scott (1990), Tambara (1998), Oliveira (2004 ), Rabelo (2008, 2009, 2010) and Meihy (1995). From this study, we noticed that teachers‟ narratives motivations that led them to join the Pedagogy course, have different causes, mainly it was the achievement of contacting learners during the learning process, and not expressing the will of dropping course or profession. The narratives showed that the position of the family is important in the choice of profession, but does not constitute a determining factor, since even with the questioning and the initial resistance by relatives, these teachers chose to continue the course and follow the profession. Also demonstrated that the choice of being a teacher overcomes the initial resistance established between the school community, in particular other teachers and students‟ parents. Since they reported that there is a certain estrangement from parents and teachers at the beginning, when faced with a man teacher teaching in Early Years. Thus, we were able to verify that there is still resistance traits on the presence of the teacher in the first years. What remains is the object of analysis of this study deserve attention in order to produce more studies on the subject, that the pedagogical practices of male teachers in a school setting under-analyzed, visualized and be questioned, and from these discussions the images of teachers and their acceptability to say that this place can be re-signified. |
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2015-03-112015-03-112014-05-26CARRÉ, Josiane Caroline Machado. MALE TEACHERS: ATTRIBUTING NEW A MEANING TO THE ELEMENTARY SCHOOL. 2014. 140 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2014.http://repositorio.ufsm.br/handle/1/7148This dissertation is part of Schooling Practices and Public Policies Research line in the Post-Graduation in Education program at Universidade Federal de Santa Maria. The main goal of this work is to comprehend to which extent gender represantations affect images and receptiveness of male teachers in first years of elementary school. Five teachers who studied Pedagogy at UFSM beteween 1984 and 2012 were interviewed; a history about men insertion in pedagogy course was made aiming to understand the motivations that led the interviewees persuing this course. The knowlodge about the undergraduation course is highly relevant, therefore a research was conducted on this matter. As well as a history of feminist movements and gender studies was conducted. Based on these, masculinity and male identity as social constructions was discussed. Developing the study, with regard to the methodology, a case study a long with the quantitative and qualitative researches and themed oral history was developed. The theoretical and methodological framework include authors: Blonde (1990, 1996, 2002, 2003, 2009), Badinter (1993), Connell (1995), Scott (1990), Tambara (1998), Oliveira (2004 ), Rabelo (2008, 2009, 2010) and Meihy (1995). From this study, we noticed that teachers‟ narratives motivations that led them to join the Pedagogy course, have different causes, mainly it was the achievement of contacting learners during the learning process, and not expressing the will of dropping course or profession. The narratives showed that the position of the family is important in the choice of profession, but does not constitute a determining factor, since even with the questioning and the initial resistance by relatives, these teachers chose to continue the course and follow the profession. Also demonstrated that the choice of being a teacher overcomes the initial resistance established between the school community, in particular other teachers and students‟ parents. Since they reported that there is a certain estrangement from parents and teachers at the beginning, when faced with a man teacher teaching in Early Years. Thus, we were able to verify that there is still resistance traits on the presence of the teacher in the first years. What remains is the object of analysis of this study deserve attention in order to produce more studies on the subject, that the pedagogical practices of male teachers in a school setting under-analyzed, visualized and be questioned, and from these discussions the images of teachers and their acceptability to say that this place can be re-signified.A presente dissertação insere-se à linha de Pesquisa Práticas Escolares e Políticas Públicas do Programa de Pós-Graduação em Educação da Universidade Federal de Santa Maria. Buscamos compreender em que medida as representações de gênero influenciam a imagem e a receptividade do professor homem nos Anos Iniciais do Ensino Fundamental. Foram entrevistados cinco professores formados no curso de Pedagogia da UFSM, no período de 1984 a 2012 e, paralelo às entrevistas, elaboramos um histórico sobre a inserção do homem nesse curso, com o objetivo de compreender as motivações que os levaram a cursá-lo. Destacamos a relevância do conhecimento sobre a história do curso e, em vista disso, pesquisamos o histórico e a implementação até a última reformulação curricular. Somando-se à pesquisa histórica, realizamos uma reflexão sobre as questões de gênero, contextualizando os movimentos feministas e a introdução sobre os estudos de gênero. A partir disso, problematizamos a masculinidade como construção social, buscando compreender o ideal de masculinidade socialmente representado. Para o desenvolvimento do estudo, no que se refere à metodologia, foi desenvolvido um estudo de caso, aliado à metodologia da pesquisa quantitativa e qualitativa e a história oral temática. Sobre o referencial teórico-metodológico destacamos os/as autores/as: Louro (1990, 1996, 2002, 2003, 2009), Badinter (1993), Connell (1995), Scott (1990), Tambara (1998), Oliveira (2004), Rabelo (2008, 2009, 2010) e Meihy (1995). Com a realização deste estudo, percebemos, a partir da análise das narrativas dos professores que lecionam nos Anos Iniciais do Ensino Fundamental, que as motivações que o levaram a ingressar no curso de Pedagogia apresentam diferentes atribuições. Entre elas, a vontade de ser professor, assim como a necessidade de ter a formação num curso de nível superior. Ressaltamos que os cinco professores, em algum momento de suas vidas, seja no decorrer do período do curso ou na prática em sala de aula, sentiram-se satisfeitos por estarem junto aos alunos/as. Nesse contexto, não manifestaram a vontade de desistir do curso ou da profissão. As narrativas sinalizaram que a posição dos familiares é importante na escolha da profissão, mas não se constitui num fator determinante, visto que, mesmo com o questionamento e a resistência inicial por parte dos familiares, estes professores optaram em continuar o curso e seguir a profissão. Também demonstraram que a escolha por ser professor supera a resistência inicial estabelecida entre a comunidade escolar, em especial, entre as colegas professoras e os pais dos alunos/as. Isso se confirmou quando os mesmos relataram que, no início, há certo estranhamento por parte de pais e professoras ao se depararem com um professor homem lecionando nos Anos Iniciais. Dessa forma, foi-nos possível verificar que há ainda traços de resistência sobre a presença do professor nos Anos Iniciais. O que fica é que o objeto da análise desta investigação merece atenção, em vista de produzir mais estudos sobre o tema, para que as práticas pedagógicas de professores homens, num contexto escolar pouco analisado, sejam visibilizadas e problematizadas e, a partir dessas discussões, as imagens dos professores e a forma como estes serão recepcionados sejam ressignificadas.Coordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfporUniversidade Federal de Santa MariaPrograma de Pós-Graduação em EducaçãoUFSMBREducaçãoGêneroProfessores homensAnos iniciais do ensino fundamentalGenderMale teachersElementary schoolCNPQ::CIENCIAS HUMANAS::EDUCACAOProfessores homens: por uma ressignificação da docência nos anos iniciais do ensino fundamentalMale teachers: attributing new a meaning to the elementary schoolinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisCunha, Jorge Luiz dahttp://lattes.cnpq.br/7227767555433465Pacheco, Claudia Regina Costahttp://lattes.cnpq.br/6290607002629777Marin, Marilu Favarinhttp://lattes.cnpq.br/6174239284101530http://lattes.cnpq.br/2075775043505581Carré, Josiane Caroline Machado7008000000064005005003003002c98d0c2-4b5c-41cc-9964-ae607a90d7387360498a-6a70-45ef-8503-1084940955f3a58539c0-4732-4df2-883b-294947744ab6fda5b120-d458-477f-8635-4e5cef5de7e2info:eu-repo/semantics/openAccessreponame:Repositório Institucional Manancial UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALCARRE, JOSIANE CAROLINE MACHADO.pdfapplication/pdf1306759http://repositorio.ufsm.br/bitstream/1/7148/1/CARRE%2c%20JOSIANE%20CAROLINE%20MACHADO.pdfc5880fb5b3f82befa6f1b0d68f1d28d0MD51TEXTCARRE, JOSIANE CAROLINE MACHADO.pdf.txtCARRE, JOSIANE CAROLINE MACHADO.pdf.txtExtracted texttext/plain256635http://repositorio.ufsm.br/bitstream/1/7148/2/CARRE%2c%20JOSIANE%20CAROLINE%20MACHADO.pdf.txt139cc6c70d0814906d99121ef0fabc8cMD52THUMBNAILCARRE, JOSIANE CAROLINE MACHADO.pdf.jpgCARRE, JOSIANE CAROLINE MACHADO.pdf.jpgIM Thumbnailimage/jpeg4951http://repositorio.ufsm.br/bitstream/1/7148/3/CARRE%2c%20JOSIANE%20CAROLINE%20MACHADO.pdf.jpg36af2dc793b24ad61bd9e718fdcd436fMD531/71482022-01-19 07:55:14.597oai:repositorio.ufsm.br:1/7148Repositório Institucionalhttp://repositorio.ufsm.br/PUBhttp://repositorio.ufsm.br/oai/requestouvidoria@ufsm.bropendoar:39132022-01-19T10:55:14Repositório Institucional Manancial UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.por.fl_str_mv |
Professores homens: por uma ressignificação da docência nos anos iniciais do ensino fundamental |
dc.title.alternative.eng.fl_str_mv |
Male teachers: attributing new a meaning to the elementary school |
title |
Professores homens: por uma ressignificação da docência nos anos iniciais do ensino fundamental |
spellingShingle |
Professores homens: por uma ressignificação da docência nos anos iniciais do ensino fundamental Carré, Josiane Caroline Machado Gênero Professores homens Anos iniciais do ensino fundamental Gender Male teachers Elementary school CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Professores homens: por uma ressignificação da docência nos anos iniciais do ensino fundamental |
title_full |
Professores homens: por uma ressignificação da docência nos anos iniciais do ensino fundamental |
title_fullStr |
Professores homens: por uma ressignificação da docência nos anos iniciais do ensino fundamental |
title_full_unstemmed |
Professores homens: por uma ressignificação da docência nos anos iniciais do ensino fundamental |
title_sort |
Professores homens: por uma ressignificação da docência nos anos iniciais do ensino fundamental |
author |
Carré, Josiane Caroline Machado |
author_facet |
Carré, Josiane Caroline Machado |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Cunha, Jorge Luiz da |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7227767555433465 |
dc.contributor.referee1.fl_str_mv |
Pacheco, Claudia Regina Costa |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/6290607002629777 |
dc.contributor.referee2.fl_str_mv |
Marin, Marilu Favarin |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/6174239284101530 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/2075775043505581 |
dc.contributor.author.fl_str_mv |
Carré, Josiane Caroline Machado |
contributor_str_mv |
Cunha, Jorge Luiz da Pacheco, Claudia Regina Costa Marin, Marilu Favarin |
dc.subject.por.fl_str_mv |
Gênero Professores homens Anos iniciais do ensino fundamental |
topic |
Gênero Professores homens Anos iniciais do ensino fundamental Gender Male teachers Elementary school CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Gender Male teachers Elementary school |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This dissertation is part of Schooling Practices and Public Policies Research line in the Post-Graduation in Education program at Universidade Federal de Santa Maria. The main goal of this work is to comprehend to which extent gender represantations affect images and receptiveness of male teachers in first years of elementary school. Five teachers who studied Pedagogy at UFSM beteween 1984 and 2012 were interviewed; a history about men insertion in pedagogy course was made aiming to understand the motivations that led the interviewees persuing this course. The knowlodge about the undergraduation course is highly relevant, therefore a research was conducted on this matter. As well as a history of feminist movements and gender studies was conducted. Based on these, masculinity and male identity as social constructions was discussed. Developing the study, with regard to the methodology, a case study a long with the quantitative and qualitative researches and themed oral history was developed. The theoretical and methodological framework include authors: Blonde (1990, 1996, 2002, 2003, 2009), Badinter (1993), Connell (1995), Scott (1990), Tambara (1998), Oliveira (2004 ), Rabelo (2008, 2009, 2010) and Meihy (1995). From this study, we noticed that teachers‟ narratives motivations that led them to join the Pedagogy course, have different causes, mainly it was the achievement of contacting learners during the learning process, and not expressing the will of dropping course or profession. The narratives showed that the position of the family is important in the choice of profession, but does not constitute a determining factor, since even with the questioning and the initial resistance by relatives, these teachers chose to continue the course and follow the profession. Also demonstrated that the choice of being a teacher overcomes the initial resistance established between the school community, in particular other teachers and students‟ parents. Since they reported that there is a certain estrangement from parents and teachers at the beginning, when faced with a man teacher teaching in Early Years. Thus, we were able to verify that there is still resistance traits on the presence of the teacher in the first years. What remains is the object of analysis of this study deserve attention in order to produce more studies on the subject, that the pedagogical practices of male teachers in a school setting under-analyzed, visualized and be questioned, and from these discussions the images of teachers and their acceptability to say that this place can be re-signified. |
publishDate |
2014 |
dc.date.issued.fl_str_mv |
2014-05-26 |
dc.date.accessioned.fl_str_mv |
2015-03-11 |
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2015-03-11 |
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CARRÉ, Josiane Caroline Machado. MALE TEACHERS: ATTRIBUTING NEW A MEANING TO THE ELEMENTARY SCHOOL. 2014. 140 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2014. |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/7148 |
identifier_str_mv |
CARRÉ, Josiane Caroline Machado. MALE TEACHERS: ATTRIBUTING NEW A MEANING TO THE ELEMENTARY SCHOOL. 2014. 140 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2014. |
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http://repositorio.ufsm.br/handle/1/7148 |
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