Análise de livros didáticos do PNLD/2019 para a educação infantil: imagens e gêneros

• Ano de defesa: 2020
• Autor(a) principal: Oliveira, Francielly de Lima
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Fronteira Sul; Brasil; Campus Chapecó; Programa de Pós-Graduação em Educação; UFFS
• Palavras-chave em Português: Educação escolar básica; Educação infantil; Educação escolar; Material didático; Ensino e aprendizagem
• Link de acesso: https://rd.uffs.edu.br/handle/prefix/3812

The purpose of this dissertation was to analyze images, from a gender perspective, of four textbooks approved by the PNLD/2019 notice addressed to early Childhood Education teachers. The books, entitled: Aprender com a criança: experiência e conhecimento, by Editora Autêntica; Cadê? Achou! and Pé de Brincadeira, by Editora Positivo, and Práticas Comentadas para Inspirar, by Editora do Brasil, were analyzed from the interpretive context of Thompson’s (1995) theory articulated to the concept of gender proposed by Scott (1995; 2005; 2012), Butler (2018) and Louro (1997; 2001; 2011; 2018), as well in childhood studies by Sarmento (2005; 1007; 2012), Ariès (1981) and Priore (2007), and on authors’ textbook studies Bittencourt (1993) and Choppin (2002; 2004). This study made it possible to observe whether the images conveyed gender inequalities between the characters illustrated in their content. For this purpose, we have incorporated the methodological perspective of Depth Hermeneutics (DP) proposed by Thompson in its three phases: the first phase corresponding to the analysis of the socio-historical context, with the purpose of knowing the specific contexts in which symbolic forms, that is, textbooks, were produced, constructed and reproduced; the second phase, the formal or discursive analysis, based on Bardin’s (2016) Content Analysis (CA) and Penn’s (2002) Image Analysis (IA), theories that enlightened the internal analysis of these symbolic forms, and the third phase on the interpretation and reinterpretation of gender inequalities as a synthesis process that was linked to the results of the previous phases. From the one thousand seven hundred and twenty-four representations of the female and male gender, we selected and analyzed thirty-five images, which made it possible to understand that young children develop and position themselves based on a social place and looks that are assumed based on an adultcentric conception. In this sense, this observation has allowed us to verify that the images conveyed and chosen by the authors, tended to reproduce gender stereotypes by supporting the visualization of a patriarchal, and also racist, model in view of development phase of children’s identity. Thus, we consider that the results on the theme of gender and its inequalities made it possible to mature the looks at the images of the analyzed textbooks. Therefore, we propose to socialize this study and expose the need for more perspectives that may reveal other social focuses on these inequalities.