Pedagogy courses in higher education institution at Teresina – Piauí, Brazil: including or excluding men?

Detalhes bibliográficos
Autor(a) principal: Abreu, Jânio Jorge Vieira de
Data de Publicação: 2018
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Ibero-Americana de Estudos em Educação (Online)
Texto Completo: https://periodicos.fclar.unesp.br/iberoamericana/article/view/11658
Resumo: This study analyze the entry of men and women in the Pedagogy courses of higher education institution at Teresina (PI) – Brazil, attempting to understand how the masculinities and femininities are built in these courses scholar cultures. An interdisciplinary dialogue was made with the following researchers: Oliveira (2004); Burke (2004); Connell (1995); Júlia (2001); Lopes (1999); Louro (1997) and others. A field and documentary research was carried out in six institutions through questionnaires and interviews with 94 individuals and institutional documents analysis.  The study arrived at the following conclusions: The curriculum of the pedagogy courses studies have been expanded, but academic and scholar communities limit them to childhood education. For this reason, reject men for this teaching level; magisterium reflects remaining academic and scholar culture is historically marked by work sexual division in some scholar spaces, despite male and female professional expectations. In some experiences, magisterium is dimensioned by concepts, which educate, transform but also exclude and reproduce prejudices and stereotypes, consequences of economic, social and cultural factors that can stimulate men and women inclusion or force to dropout this working field. Men and women, in academic routine of researched courses, notwithstanding stereotypes and prejudices suffered and even community intolerance to the course, create identities, reveal feelings, develop abilities, produce knowledge ad build and rebuild masculinities and femininities, recreating male and female professors.
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spelling Pedagogy courses in higher education institution at Teresina – Piauí, Brazil: including or excluding men?El curso de pedagogía em instituciones de enseñanza superior de Teresina – Piauí, Brasil: incluyendo o excluyendo a los hombres?O curso de pedagogia em instituições de ensino superior de Teresina – Piauí, Brasil: incluindo ou excluindo os homens?MasculinitiesPedagogyChildhood educationExclusionMasculinidadesPedagogíaEducación infantilExclusiónMasculinidadesPedagogiaEducação infantilExclusãoThis study analyze the entry of men and women in the Pedagogy courses of higher education institution at Teresina (PI) – Brazil, attempting to understand how the masculinities and femininities are built in these courses scholar cultures. An interdisciplinary dialogue was made with the following researchers: Oliveira (2004); Burke (2004); Connell (1995); Júlia (2001); Lopes (1999); Louro (1997) and others. A field and documentary research was carried out in six institutions through questionnaires and interviews with 94 individuals and institutional documents analysis.  The study arrived at the following conclusions: The curriculum of the pedagogy courses studies have been expanded, but academic and scholar communities limit them to childhood education. For this reason, reject men for this teaching level; magisterium reflects remaining academic and scholar culture is historically marked by work sexual division in some scholar spaces, despite male and female professional expectations. In some experiences, magisterium is dimensioned by concepts, which educate, transform but also exclude and reproduce prejudices and stereotypes, consequences of economic, social and cultural factors that can stimulate men and women inclusion or force to dropout this working field. Men and women, in academic routine of researched courses, notwithstanding stereotypes and prejudices suffered and even community intolerance to the course, create identities, reveal feelings, develop abilities, produce knowledge ad build and rebuild masculinities and femininities, recreating male and female professors.El presente estudio analiza el ingreso de hombres y mujeres en los Cursos de Pedagogía de instituciones de Enseñanza Superior de Teresina (PI), Brasil, buscando compreender cómo las masculinidades y femenidades son construídas en la cultura escolar de esos cursos. Se hizo un diálogo interdisciplinar con los/las pesquisadores/ras: Oliveira (2004); Burke (2004); Connell (1995); Júlia (2001); Lopes (1999); Louro (1997) y otros. Se llevó a cabo una pesquisa documental y de campo en seis instituciones a través de cuestionarios y entrevistas con 94 sujetos y análisis de documentos institucionales. Se llegó a las siguientes conclusiones: los currículos de los cursos de Pedagogía estudiados han sido ampliados, pero la comunidad académica y escolar los restringen a la formación para Educación Infantil y por ese motivo rechaza a los hombres para ese nivel de enseñanza; el magisterio, refleja una cultura académica y escolar subsistente que, a pesar de los anhelos profesionaless masculinos y femeninos, fue históricamente marcado por la división sexual del trabajoo  en determinados espacios escolares. En algunas experiencias, el magisterio es dimensionado por concepciones que educan, transforman, pero también excluyen, reproducen prejuicios y estereotipos, consecuencias de fatcores económicos, sociales y culturales que em ciertos momentos estimulan a los hombres y mujeres a la inserción y en otros, los fuerzan a la evasión del referido campo de trabajo. Los hombres y mujeres en el cotidiano académico de los cursos investigados, a pesar de los esteriotipos y prejuicios sufridos e incluso de la intolerancia de la comunidad al curso que realizan, crean identidades, revelan sentimientos, adquieren habilidades, producen conocimientos y, más que construyen o reconstruyen masculinidades y femenidades, reinventan hombres y mujeres  profesores/as.O presente estudo analisa o ingresso de homens e mulheres nos Cursos de Pedagogia de instituições de Ensino Superior de Teresina (PI) – Brasil, buscando compreender como as masculinidades e as feminilidades são construídas na cultura escolar desses cursos. Fez-se um diálogo interdisciplinar com os/as pesquisadores/as: Oliveira (2004); Burke (2004); Connell (1995); Júlia (2001); Lopes (1999); Louro (1997) e outros. Realizou-se uma pesquisa documental e de campo em seis instituições por meio de questionários e entrevistas com 94 sujeitos e análise de documentos institucionais. Chegou-se às seguintes conclusões: os currículos dos cursos de Pedagogia estudados têm sido ampliados, mas a comunidade acadêmica e escolar restringem-nos à formação para a Educação Infantil e por esse motivo rejeita os homens para esse nível de ensino; o magistério reflete uma cultura acadêmica e escolar subsistente que, a despeito dos anseios profissionais masculinos e femininos, foi historicamente marcado pela divisão sexual do trabalho em determinados espaços escolares. Em algumas experiências, o magistério é dimensionado por concepções que educam, transformam, mas também excluem, reproduzem preconceitos e estereótipos, consequências de fatores econômicos, sociais e culturais que ora estimulam os homens e mulheres à inserção, ora forçam-nos à evasão do referido campo de trabalho. Os homens e mulheres, no cotidiano acadêmico dos cursos pesquisados, não obstante os estereótipos e preconceitos sofridos e até a intolerância da comunidade ao curso que realizam, criam identidades, revelam sentimentos, adquirem habilidades, produzem conhecimentos e, mais que constroem ou reconstroem masculinidades e feminilidades, reinventam homens e mulheres professores/as.Faculdade de Ciências e Letras/Unesp2018-09-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.fclar.unesp.br/iberoamericana/article/view/1165810.21723/riaee.v13.nesp2.set2018.11658Revista Iberoamericana de Estudios en Educación; v.13, n. esp. 2, set. (2018); 1518-1534Revista Ibero-Americana de Estudos em Educação; v.13, n. esp. 2, set. (2018); 1518-15341982-55872446-860610.21723/riaee.v13.nesp2.set2018reponame:Revista Ibero-Americana de Estudos em Educação (Online)instname:Universidade Estadual Paulista (UNESP)instacron:UNESPporhttps://periodicos.fclar.unesp.br/iberoamericana/article/view/11658/7603Copyright (c) 2018 Revista Ibero-Americana de Estudos em Educaçãoinfo:eu-repo/semantics/openAccessAbreu, Jânio Jorge Vieira de2020-12-30T22:27:20Zoai:ojs.pkp.sfu.ca:article/11658Revistahttp://seer.fclar.unesp.br/iberoamericanaPUBhttps://periodicos.fclar.unesp.br/iberoamericana/oaibizelli@fclar.unesp.br|| joseandersonsantoscruz@gmail.com1982-55871982-5587opendoar:2020-12-30T22:27:20Revista Ibero-Americana de Estudos em Educação (Online) - Universidade Estadual Paulista (UNESP)false
dc.title.none.fl_str_mv Pedagogy courses in higher education institution at Teresina – Piauí, Brazil: including or excluding men?
El curso de pedagogía em instituciones de enseñanza superior de Teresina – Piauí, Brasil: incluyendo o excluyendo a los hombres?
O curso de pedagogia em instituições de ensino superior de Teresina – Piauí, Brasil: incluindo ou excluindo os homens?
title Pedagogy courses in higher education institution at Teresina – Piauí, Brazil: including or excluding men?
spellingShingle Pedagogy courses in higher education institution at Teresina – Piauí, Brazil: including or excluding men?
Abreu, Jânio Jorge Vieira de
Masculinities
Pedagogy
Childhood education
Exclusion
Masculinidades
Pedagogía
Educación infantil
Exclusión
Masculinidades
Pedagogia
Educação infantil
Exclusão
title_short Pedagogy courses in higher education institution at Teresina – Piauí, Brazil: including or excluding men?
title_full Pedagogy courses in higher education institution at Teresina – Piauí, Brazil: including or excluding men?
title_fullStr Pedagogy courses in higher education institution at Teresina – Piauí, Brazil: including or excluding men?
title_full_unstemmed Pedagogy courses in higher education institution at Teresina – Piauí, Brazil: including or excluding men?
title_sort Pedagogy courses in higher education institution at Teresina – Piauí, Brazil: including or excluding men?
author Abreu, Jânio Jorge Vieira de
author_facet Abreu, Jânio Jorge Vieira de
author_role author
dc.contributor.author.fl_str_mv Abreu, Jânio Jorge Vieira de
dc.subject.por.fl_str_mv Masculinities
Pedagogy
Childhood education
Exclusion
Masculinidades
Pedagogía
Educación infantil
Exclusión
Masculinidades
Pedagogia
Educação infantil
Exclusão
topic Masculinities
Pedagogy
Childhood education
Exclusion
Masculinidades
Pedagogía
Educación infantil
Exclusión
Masculinidades
Pedagogia
Educação infantil
Exclusão
description This study analyze the entry of men and women in the Pedagogy courses of higher education institution at Teresina (PI) – Brazil, attempting to understand how the masculinities and femininities are built in these courses scholar cultures. An interdisciplinary dialogue was made with the following researchers: Oliveira (2004); Burke (2004); Connell (1995); Júlia (2001); Lopes (1999); Louro (1997) and others. A field and documentary research was carried out in six institutions through questionnaires and interviews with 94 individuals and institutional documents analysis.  The study arrived at the following conclusions: The curriculum of the pedagogy courses studies have been expanded, but academic and scholar communities limit them to childhood education. For this reason, reject men for this teaching level; magisterium reflects remaining academic and scholar culture is historically marked by work sexual division in some scholar spaces, despite male and female professional expectations. In some experiences, magisterium is dimensioned by concepts, which educate, transform but also exclude and reproduce prejudices and stereotypes, consequences of economic, social and cultural factors that can stimulate men and women inclusion or force to dropout this working field. Men and women, in academic routine of researched courses, notwithstanding stereotypes and prejudices suffered and even community intolerance to the course, create identities, reveal feelings, develop abilities, produce knowledge ad build and rebuild masculinities and femininities, recreating male and female professors.
publishDate 2018
dc.date.none.fl_str_mv 2018-09-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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dc.identifier.uri.fl_str_mv https://periodicos.fclar.unesp.br/iberoamericana/article/view/11658
10.21723/riaee.v13.nesp2.set2018.11658
url https://periodicos.fclar.unesp.br/iberoamericana/article/view/11658
identifier_str_mv 10.21723/riaee.v13.nesp2.set2018.11658
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.fclar.unesp.br/iberoamericana/article/view/11658/7603
dc.rights.driver.fl_str_mv Copyright (c) 2018 Revista Ibero-Americana de Estudos em Educação
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Revista Ibero-Americana de Estudos em Educação
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Faculdade de Ciências e Letras/Unesp
publisher.none.fl_str_mv Faculdade de Ciências e Letras/Unesp
dc.source.none.fl_str_mv Revista Iberoamericana de Estudios en Educación; v.13, n. esp. 2, set. (2018); 1518-1534
Revista Ibero-Americana de Estudos em Educação; v.13, n. esp. 2, set. (2018); 1518-1534
1982-5587
2446-8606
10.21723/riaee.v13.nesp2.set2018
reponame:Revista Ibero-Americana de Estudos em Educação (Online)
instname:Universidade Estadual Paulista (UNESP)
instacron:UNESP
instname_str Universidade Estadual Paulista (UNESP)
instacron_str UNESP
institution UNESP
reponame_str Revista Ibero-Americana de Estudos em Educação (Online)
collection Revista Ibero-Americana de Estudos em Educação (Online)
repository.name.fl_str_mv Revista Ibero-Americana de Estudos em Educação (Online) - Universidade Estadual Paulista (UNESP)
repository.mail.fl_str_mv bizelli@fclar.unesp.br|| joseandersonsantoscruz@gmail.com
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