Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
BACCELLI, MARCELA SILVA |
| Orientador(a): |
Silva, Rosa Maria Frugoli da |
| Banca de defesa: |
Avoglia , Hilda Rosa Capelão,
Gomes, Miria Benincasa,
Márques , Fernanda Telles,
Pimenta , Carlos Alberto Máximo |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Metodista de Sao Paulo
|
| Programa de Pós-Graduação: |
Psicologia da Saude
|
| Departamento: |
Psicologia da Saude:Programa de Pos Graduacao em Psicologia da Saude
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://tede.metodista.br/jspui/handle/tede/2043
|
Resumo: |
This research aims to understand the perceptions of Early Childhood Education teachers about gender, race relations and to analyze how these perspectives are related to health. The study is justified by the consideration that the school is one of the spaces that interfere in the complex process of construction of the identities and formation of the subjects. The qualitative research was developed through a sociodemographic questionnaire and a semi-structured interview with teachers of early childhood education in the public sector, with two schools with the participation of six teachers; and the private sector, also two schools with nine teachers participating in the research. Data analysis was performed using Bardin's Content Analysis (2011), addressing the categories: 1) doing gender; 2) the place of the body; 3) the locus of media and television; 4) religion, state and early childhood education; 5) racism at school; 6) the invisibility of Law nº 10.639 / 2003; and 7) intersectionality between gender relations, race relations and health, which were related to the theoretical bases used in the research structure. The analyzes showed that, although the teachers recognize the situations of oppression and violence that arise in the school routine, they do not correlate these perspectives with a gender perspective, in which social roles are flexible and unnatural. The role of the media was perceived as a gender determinant and the presence of secular discourse was not identified, but the presence of religious references was found to guide formal knowledge and interpersonal relationships in the school environment. The contents of racial diversity are punctual and minimal in the learning process, as well as the invisibility of racism in the field of school devices in early childhood education, which directly interferes in the process of producing subjectivities and the psychological health of children. |
