Detalhes bibliográficos
| Ano de defesa: |
2022 |
| Autor(a) principal: |
Pincolini, Liliana |
| Orientador(a): |
Santos, Eliane Aparecida Galvão dos |
| Banca de defesa: |
Witter, Nikelen Acosta,
Henn , Leonardo Guedes |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Franciscana
|
| Programa de Pós-Graduação: |
Mestrado Acadêmico em Ensino de Humanidades e Linguagens
|
| Departamento: |
Ensino de Humanidades e Linguagens
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/1119
|
Resumo: |
Historically, in different ages and cultures, gender issues were treated in a binary perspective, putting women, in relation to men, in an inferior situation. Hence, it is proposed to research the gender issue in a wide, plural, complex and non discriminatory view. One sought to discuss the issue in a school context and in pedagogical practices carried out by teachers in relation to gender, suggesting a way of thinking in the different forms of expression of masculinity and femininity. The objective is to grasp in what way the issue of gender is treated in the final years of Elementary School, in the municipality network of schools of Santa Maria, RS (RMESM, RS), according to teachers’ narratives. This research is a case study, from a qualitative approach of exploratory type, in which one used questionnaires with closed and open questions and bibliography review. From this analysis, it was verified that the work on gender is important in schools and it is present in teachers’ discourse and practice, though in a timid way. One can highlight the necessity of amplifying the issue in teachers’ training, in public policies and in the school´s Pedagogical and Political Project, so that the school can contribute to the formation of planetary citizens that respect differences. |
