Formação de professores de História: gênero e educação moral para a construção de valores e personalidades morais

• Ano de defesa: 2020
• Autor(a) principal: MASUDA, Rosimeire Carvalho dos Santos
• Orientador(a): Dias, Carmen Lúcia
• Banca de defesa: Gebran, Raimunda Abou , Mariano, Jorge Luís Mazzeo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Oeste Paulista
• Programa de Pós-Graduação: Mestrado em Educação
• Departamento: Mestrado em Educação
• País: Brasil
• Palavras-chave em Português: Formação de Professores; Gênero; Educação Moral; Valores; Licenciatura em História
• Palavras-chave em Inglês: Teacher Education; Gender; Moral Education; Values; Degree in History
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bdtd.unoeste.br:8080/jspui/handle/jspui/1257

This dissertation was developed in the Master's Program in Education of the University of the West Paulista - Concentration area - Education - Research Line: Training and action of the teaching professional and educational practices. The objective was to investigate whether the History Degree course of a Private Higher Education Institution enables the formation of the teacher with theoretical and methodological basis on social gender relations and Moral Education as a means of building moral personalities and values in gender relations. It is based on authors of the psychology of morality from the perspective of evolutionary cognitive theory and theoretical support of gender studies. Gender social relations are the result of a long socio-cultural process and pass through a set of values, norms, standards, which are manifested in daily life through inequality, prejudice, discrimination, violence and stereotypes. That said, we note the possibility of addressing gender relations in the contents of the History curriculum and, through the teaching and learning process, contribute to the development of a critical and reflective look about the phenomena that manifest in society about gender issues. Also, moral education can be an axis of articulation with the theme of diversity, enabling the problematization of hierarchical differences and promoting the perception and awareness of different identities. This research was based on the qualitative descriptive approach of the case study type. The methodological choice is justified by the relevance of individual cases, with a look at reality considering its particularity, complexity and context, because it may be the beginning of a more global investigation, in this case, ten undergraduate students of the 5th Term of a History Degree course at a Private Higher Education Institution, located in the interior of the State of São Paulo. Data were obtained through semi-structured interviews and document analysis the Pedagogical Project of the Course and Teaching Plans, whose analysis was carried out through Textual Discursive Analysis. The corpus constituted through the categories and subcategories of analysis “Gender Conception”, “Gender Relations”, “Gender”, “Gender and Training”, “Moral Education and Gender Relations” and “Analysis of the Pedagogical Project of the Course and Teaching Plans”, according to the research objectives, it was observed that the undergraduates are not prepared for practice on gender and moral education issues in theoretical and methodological aspects, since there are few possibilities of approaching the themes through the course curriculum. However, the approach to these themes requires a critical and reflective formation on the part of the teachers, because if they are not prepared, there are at risk of making their practice neutral or naturalized, both at school and in society, a gap that may be related to teacher training on gender issues, that is, the subjective aspects that relate to their knowledge and their teaching practice.