Detalhes bibliográficos
| Ano de defesa: |
2021 |
| Autor(a) principal: |
Martins, Carla Karine Oliveira |
| Orientador(a): |
Machado, Vera de Mattos |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal de Mato Grosso do Sul
|
| Programa de Pós-Graduação: |
Não Informado pela instituição
|
| Departamento: |
Não Informado pela instituição
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
https://repositorio.ufms.br/handle/123456789/4279
|
Resumo: |
The school has an important role in the students identity development. Thus it is important for teachers to think about their practices and discourse. This study is a qualitative investigation about the teachers' discourse related to sexuality and gendering during their classes. It also checks if the teachers studied the subject during their training. The data were obtained using an electronic form applied to teachers who work in the middle school in Campo Grande - MS. The electronic form had a total of 18 questions, nine discursive questions, seven objective questions and two mixed questions. We analyzed the results by using the discourse analysis approach of Eni Orlandi. The results were divided into four parts, Part 1: Teacher training; Part 2: Gender and saxuality theachers’ understanding; Part 3: Pedagogical practices; Part 4: Gender and sexyality under the theachers perspectives. The results show that the training process is insufficient to enable the teachers to address issues of gender and sexuality in the classroom, indicating that the teacher training process must be improved, and it must be assured by public educational policies that ensure that gender and sexsyality issues should be effectively addressed. |
