Representações docentes sobre gênero e sexualidade no ensino médio

• Ano de defesa: 2018
• Autor(a) principal: Carvalho, Ana Carla Novaes de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Humanas e Sociais (ICHS); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Sociologia
• Palavras-chave em Português: Representações sociais; Docentes do ensino médio; Gênero; Sexualidade; Educação; CNPQ::CIENCIAS HUMANAS::SOCIOLOGIA; Social representations; High school teachers; Gender; Sexuality; Education
• Link de acesso: http://ri.ufmt.br/handle/1/2651

The research that gave rise to this study was based on the following problem: what are the representations of teachers who work in high school on issues of gender and sexuality? Therefore, the main objective of this study was to identify the social representations of high school teachers from several public and private schools in the cities of Cuiabá and Várzea Grande, in Mato Grosso. Among the specific objectives we sought to understand the nature of the respective representations, their training processes and their implications in the scope of teaching and educational training. Theoretical basis was based on the Theory of Social Representations (TRS), based on the studies carried out by Moscovici (2003), Jodelet (2001), Jovchelovitch (2008), among others besides the theorizations of the field of study of Gender and the Queer Theory, from Butler (2003), Louro (2016), Miskolci (2016), among others. The data collection was based on interviews with twenty teachers from different areas. In the first stage ten teachers were individually interviewed. In the second stage two focus groups were held, the first group had six participants and the second, four. The treatment of the data was based on the content analysis proposed by Bardin (2006) and on the comprehensive approach of the representational forms present in the speech of the participants. The results show that most of the teachers are in favor of approaching the issues of gender and sexuality in school however the representations identified show a certain strangeness and difficulty in clearly defining the concepts addressed. Some interviewees showed insecurity about the subject's domain as well as relative concern about the social stigmas related to it. However they also expressed the common understanding that approaches to gender and sexuality issues are relevant to broader educational training.