Rela??es de g?nero na educa??o infantil: an?lise de ilustra??es nos blogs educacionais

• Ano de defesa: 2016
• Autor(a) principal: Almeida, Rose Antonietti Gomes de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Fronteira Sul; Brasil; Campus Chapec?; Programa de P?s-Gradua??o em Educa??o; UFFS
• Palavras-chave em Português: Educa??o infantil; Rela??es de g?nero; Blogs
• Link de acesso: https://rd.uffs.edu.br/handle/prefix/696

This paper presents the results of a research that aimed to explain if the illustrations presented in the educational blogs addressed to child education transmit meanings about gender inequality, can contribute to establish and sustain relations of domination. This cut was necessary in view of the technological and media developments in the past decades, which facilitated the access to the internet and, consequently to the information in all areas of knowledge. We seek to know the images present in these blogs as they are used as didactic and pedagogical resources used by teachers in the search of activities to be implemented in the classroom. We aim to be this current research with social relevance, political and academic, because it is a recent theme in Brazilian research. This research was supported by the theories that address the relations of domination, mediation of modern culture John B. Thompson (2011), as well as its methodological proposal of Depth Hermeneutics (HD). Also supported the study and understanding of issues relating to gender of Joan W. Scott (1995), in order to grasp their possible relationships between domination and power. The theoretical approach between Thompson and Scott is because they share similar social and critical proposals. With this, research and analysis undertaken provided reveal and unveil the implicit and explicit, through naturalization and eternalization strategies, conveyed by these illustrations. It is noted for the fact that our attention was so focused on the demonstrations that show support, maintenance and reproduction of these inequalities as to the progress and transformation in relation to gender issues. Our field studies provided conditions to observe progress and stays in the representations conveyed by this didactic and media means. These between others facts bring us to the importance of studies about gender and media in initial and continued teacher training from the first stage of basic education, that is, brazilian children's education.