Pensar direitos humanos na perspectiva de gênero: limites e possibilidades na educação profissional em Goiás

• Ano de defesa: 2014
• Autor(a) principal: Oliveira, Patrícia Fernandes de
• Orientador(a): Nicolino, Aline da Silva
• Banca de defesa: Nicolino, Aline da Silva, Dias, Luciana de Oliveira, Bueno, Sônia Maria Villela
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Direitos Humanos (PRPG)
• Departamento: Pró-Reitoria de Pós-graduação (PRPG)
• País: Brasil
• Palavras-chave em Português: Gênero; Educação profissional; Curso técnico em enfermagem; Direitos humanos
• Palavras-chave em Inglês: Gender; Professional education; Technical nursing; Human rights
• Área do conhecimento CNPq: CIENCIAS SOCIAIS APLICADAS::DIREITO
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/3936

This thesis aims to identify and analyze the knowledge produced in gender Technical Course in Nursing in Goiânia / GO. For the investigation of this study carried out a field study of qualitative approach in seven professional education institutions of the city of Goiânia, which offer the Technical Course in Nursing, two public and five private schools. As an instrument for data collection was used questionnaire with open questions to 71 students, semi-structured with 7 coordinating and analyzing course plan, aiming to expand the discussions and papers on the subject in gender Technical Course in Nursing interview. To interpret the data content analysis was performed, taking advantage of Gender Studies, Cultural Studies and contributions of Feminist Studies through the linked post-structuralist approach theoretical and methodological tools. As regards the analysis of travel plans, it was identified that the curriculum seeks to adapt to the host and living with differences, establishing a channel for discussion of human rights to disseminate ethical values and respect for human dignity human. Since these discussions are present in the current resolution 6/12, which brings as a guiding principle of professional technical high school education, the recognition of gender identities. Regarding the analysis of / the students, most of them / as pointed out that this issue is present in the subjects: elderly health, anatomy, public health, obstetrics and gynecology, being addressed in biological perspective. A small portion of them / as pointed out that gender is addressed in the disciplines: ethics, women's health, adolescent, health promotion and prevention, maternal and child psychology, a perspective that brings respect, ethics and citizen's rights program. In these analyzes, we identified the interest and curiosity of / the students on issues of sexual and gender identities in historical and socio-cultural needs of men and women building process. As regards the analysis of the coordinators, most believe that gender is constituted from female and male biological sex, marked by a heterosexual sexual identity. As a coordinator (institution X6) signaled gender as a social construction of masculinity and femininity, identified as culturally constructed. At the same time, all indicated the importance of discussing and reflecting on the socio-cultural-historical constructions that underlie the subject, be they comprise an emerging demand in the school context. Regarding the projects and actions developed in the courses, the analyzes show that most of the institutions promote lectures and events in a timely manner with themes focused on sexually transmitted diseases, aids, sexual health and contraception, in which gender issues appear as regularas and normalizing behaviors considered "belonging to each sex." Only one institution (X1) presented actions and pedagogical projects that dialogue with the perspective of socio-cultural construction of gender, continuous form and inserted in teacher education. Thus, it was possible to verify the statements, in the records and documents investigated, that besides the hegemonic knowledge based on an alleged "biological", there is a demand in this school space pointing to the need for reflection and discussion of the historical and socio-cultural constructions of kind in the Technical Course in Nursing.