Relações de gênero em crei: a interdiscursividade em relatos de profissionais da educação infantil e a formação continuada

• Ano de defesa: 2017
• Autor(a) principal: Freitas, Geiza Coutinho de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Linguística e ensino; Mestrado Profissional em Linguística; UFPB
• Palavras-chave em Português: Relações de gênero; Interdiscursividade; Representações sociais; Gender relationships; Interdiscursivity; Social representations; LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/tede/9600

This research, based on a careful look at the development of the pedagogical activities of a Child Education Reference Center - CREI - in João Pessoa, aims to investigate, in the discourses of Education professionals, the interdiscourses that permeate them and determine the social representation in the educational practices of these professionals, providing them with a continuing education focused on gender relations, based on the following questions: does continuing education build and deconstruct the practices of Child Education professionals relating to gender identity? Is there a concern, so that stereotyped patterns of the role of men and women in society are not reflected in the experiences of these professionals with children, and that homophobic practices are broken up within the school institution? The stereotyped patterns regarding family education models, reproduced over the years, due to the lack of information related to the gender theme, which is the result of homophobic practices, can be observed in the way how the teachers talk with children and in driving of activities in the educational space. These practices, on the part of these professionals, are experienced in the construction of the identity and autonomy of the children. From these premises, the need arose for a more in-depth study to subsidize a proposal for continuing education. Continuing education, based on the conceptions of social representations and interdiscourse, seeks to reflect the discourses of teachers, nursery teachers and instructors regarding the teaching and learning of children attending the CREI, from O to 03 years old, on the theme of gender. It is an action research, of quantitative and qualitative character. It was divided into two stages: in the first, two questionnaires were applied in order to verify the degree of professional knowledge about gender relations; in the second, there is a suggestion of a continuous formation proposal, with reading workshops of texts that deal with topics related to research, rounds of conversations, statements of these professionals and construction of reports.