GENDER AND TEACHER TRAINING: CONTRIBUTIONS OF AN EDUCATIONAL INTERVENTION
Autor(a) principal: | |
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Data de Publicação: | 2010 |
Outros Autores: | |
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 |
Resumo: | 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. |
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GENDER AND TEACHER TRAINING: CONTRIBUTIONS OF AN EDUCATIONAL INTERVENTIONGÊNERO E FORMAÇÃO DOCENTE: CONTRIBUIÇÕES DE UM PROCESSO DE INTERVENÇÃO PEDAGÓGICAEducaçãoGêneroFormação docenteIntervenção 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. O objeto deste artigo é demonstrar algumas representações sociais de gênero apresentadas por professores e professoras de 5ª e 6ª séries de uma escola pública da cidade de Sarandi/PR. A produção das desigualdades de gênero é decorrente de processos sociais mais amplos que designa as posições dos sujeitos no que diz respeito ao seu corpo, à sua sexualidade, raça, classe social, religião, etc. Em vista disso, levantamos a seguinte problematização: Quais as representações sociais de professores e professoras a respeito de gênero? Esse conceito pode ser ampliado e/ou reorganizado por meio de uma intervenção pedagógica? Para tanto, realizamos entrevistas com os/as docentes e um processo de intervenção pedagógica com discussões em grupo com o intuito de repensar o gênero em um contexto sócio-histórico. Tomou-se como fonte de dados as verbalizações dos professores e das professoras antes, durante e depois do processo de intervenção pedagógica. Caracterizamos esta análise como uma pesquisa-ação participativa, ao considerar a pesquisa um instrumento de “(re) construção” do conhecimento do ponto de vista ético, bem como um instrumento privilegiado para a realização de investigações sobre a escola e a prática docente por meio de problematizações. Os resultados deste artigo apontaram um movimento de opiniões e definições do conceito de gênero apresentado pelos/as professores/as após o processo de intervenção pedagógica. Consideramos que tais resultados revelam a necessidade de maiores discussões sobre o gênero no ambiente escolar.Unioeste2010-08-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://e-revista.unioeste.br/index.php/travessias/article/view/4109Travessias; Vol. 4 No. 2 (2010)Travessias; Vol. 4 Núm. 2 (2010)Travessias; v. 4 n. 2 (2010)1982-5935reponame:Travessias (Cascavel. Online)instname:Universidade Estadual do Oeste do Paraná (Unioeste)instacron:Unioesteporhttps://e-revista.unioeste.br/index.php/travessias/article/view/4109/3224Copyright (c) 2010 Autores mantêm os direitos autorais e concedem à revista o direito de primeira publicação, com o trabalho simultaneamente licenciado sob CC-BY-NC-SA 4.0 que permite o compartilhamento do trabalho com indicação da autoria e publicação inicial nesta revistainfo:eu-repo/semantics/openAccessFreire França, FabianeCarolina Calsa, Geiva2020-12-08T11:43:01Zoai:ojs.e-revista.unioeste.br:article/4109Revistahttps://e-revista.unioeste.br/index.php/travessiasPUBhttps://e-revista.unioeste.br/index.php/travessias/oairevista.travessias@unioeste.br1982-59351982-5935opendoar:2020-12-08T11:43:01Travessias (Cascavel. Online) - Universidade Estadual do Oeste do Paraná (Unioeste)false |
dc.title.none.fl_str_mv |
GENDER AND TEACHER TRAINING: CONTRIBUTIONS OF AN EDUCATIONAL INTERVENTION GÊNERO E FORMAÇÃO DOCENTE: CONTRIBUIÇÕES DE UM PROCESSO DE INTERVENÇÃO PEDAGÓGICA |
title |
GENDER AND TEACHER TRAINING: CONTRIBUTIONS OF AN EDUCATIONAL INTERVENTION |
spellingShingle |
GENDER AND TEACHER TRAINING: CONTRIBUTIONS OF AN EDUCATIONAL INTERVENTION Freire França, Fabiane Educação Gênero Formação docente Intervenção Pedagógica. |
title_short |
GENDER AND TEACHER TRAINING: CONTRIBUTIONS OF AN EDUCATIONAL INTERVENTION |
title_full |
GENDER AND TEACHER TRAINING: CONTRIBUTIONS OF AN EDUCATIONAL INTERVENTION |
title_fullStr |
GENDER AND TEACHER TRAINING: CONTRIBUTIONS OF AN EDUCATIONAL INTERVENTION |
title_full_unstemmed |
GENDER AND TEACHER TRAINING: CONTRIBUTIONS OF AN EDUCATIONAL INTERVENTION |
title_sort |
GENDER AND TEACHER TRAINING: CONTRIBUTIONS OF AN EDUCATIONAL INTERVENTION |
author |
Freire França, Fabiane |
author_facet |
Freire França, Fabiane Carolina Calsa, Geiva |
author_role |
author |
author2 |
Carolina Calsa, Geiva |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Freire França, Fabiane Carolina Calsa, Geiva |
dc.subject.por.fl_str_mv |
Educação Gênero Formação docente Intervenção Pedagógica. |
topic |
Educação Gênero Formação docente Intervenção Pedagógica. |
description |
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. |
publishDate |
2010 |
dc.date.none.fl_str_mv |
2010-08-30 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://e-revista.unioeste.br/index.php/travessias/article/view/4109 |
url |
https://e-revista.unioeste.br/index.php/travessias/article/view/4109 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://e-revista.unioeste.br/index.php/travessias/article/view/4109/3224 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Unioeste |
publisher.none.fl_str_mv |
Unioeste |
dc.source.none.fl_str_mv |
Travessias; Vol. 4 No. 2 (2010) Travessias; Vol. 4 Núm. 2 (2010) Travessias; v. 4 n. 2 (2010) 1982-5935 reponame:Travessias (Cascavel. Online) instname:Universidade Estadual do Oeste do Paraná (Unioeste) instacron:Unioeste |
instname_str |
Universidade Estadual do Oeste do Paraná (Unioeste) |
instacron_str |
Unioeste |
institution |
Unioeste |
reponame_str |
Travessias (Cascavel. Online) |
collection |
Travessias (Cascavel. Online) |
repository.name.fl_str_mv |
Travessias (Cascavel. Online) - Universidade Estadual do Oeste do Paraná (Unioeste) |
repository.mail.fl_str_mv |
revista.travessias@unioeste.br |
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