A prática pedagógica e a construção das identidades de gênero em escola da rede municipal de ensino de Aracaju

• Ano de defesa: 2008
• Autor(a) principal: Gomes, Carla Rezende
• Orientador(a): Cruz, Maria Helena Santana
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Sergipe
• Programa de Pós-Graduação: Pós-Graduação em Educação
• País: BR
• Palavras-chave em Português: Educação; Gênero; Identidade
• Palavras-chave em Inglês: Education; Gender; Identity
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://ri.ufs.br/handle/riufs/4632

The study it argues, under the sort boarding, practical the pedagogical one of the teacher of the four first series of basic education, detaching the differences in classroom, in the process of construction of the identities of gender in its pupils. Gender, as analytical category, brings inlaid the idea of separation between what he is biological and what is constructed culturally. The qualitative research was carried through by means of the Study of Case in a unit of education of the city of Aracaju. They had been privileged for the collection of data: participant comment and half-structuralized interviews. The sample of the research was composed for 06 teachers, 04 teachers of first the fourth series, one of each series and 02 professors of Physical Education, a man and a woman. Six sessions of comment of two hours had been carried through each, totalizing twelve hours of participant comment in classroom for each professor. It is perceived existence of a gap in the insertion of this perspective in the professional formation of the teachers who reproduce the social stereotyp influencing the construction of the identity of the children. The raised data point with respect to the fact of that the stereotyp of gender still are reproduced ace children in a way continuous and inconsiderate by the great majority them citizens of this research. Also we can perceive a lesser number of situations where practical the pedagogical one tries to inside breach with preconceptions and ideas anchored in stereotyp of gender of the classroom.