GENDER AND TEACHER TRAINING: CONTRIBUTIONS OF AN EDUCATIONAL INTERVENTION

• Autor(a) principal: Freire França, Fabiane
• Data de Publicação: 2010
• Outros Autores: Carolina Calsa, Geiva
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Travessias (Cascavel. Online)
• Texto Completo: https://e-revista.unioeste.br/index.php/travessias/article/view/4109
• topic: Educação; Gênero; Formação docente; Intervenção Pedagógica.

The object of this paper is to demonstrate some social representations of gender presented by teachers of 5th and 6th grades in a public school in the city of Sarandi/PR. The production of gender inequalities is due to broader social processes means that the positions of individuals with regard to their bodies, their sexuality, race, social class, religion, etc. In view of this, we raise the following problems: What are the social representations of teachers and teachers about gender? This concept can be extended and or reorganized by an educational intervention? Therefore, we conducted interviews with the lecturer and a process of pedagogical intervention with group discussions in order to rethink the gender in a socio-historical context. The target data source verbalizations of teachers before, during and after the process of educational intervention. We characterize this analysis as a participatory action research, to consider a research tool “construction” of knowledge of the ethical as well as an instrument for investigations into schools and teaching practice through problematizations. The results of this article indicated a movement of opinions and definitions of gender presented by / the tutors after the process of educational intervention. We believe that these results reveal the need for further discussion of gender in schools.