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Educar para a igualdade de género em creche e jardim de infância: de pequenino se faz o caminho
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Authors
Advisor(s)
Abstract(s)
O presente Relatório de Projeto de Investigação foi elaborado no âmbito do
Mestrado em Educação Pré-Escolar, da Escola Superior de Educação, do Instituto
Politécnico de Setúbal e centra-se na temática “Igualdade de Género”, com a finalidade de
responder à questão de investigação-ação “Como promover a Igualdade de Género em
Creche e Jardim de Infância?”. O projeto teve por base as experiências, observações e
vivências ocorridas em diversos momentos de estágio, em Creche e Jardim de Infância.
Pretende-se compreender questões relacionadas com o género e a cidadania articulado
com os direitos das crianças, bem como o papel do/a Educador/a na promoção da
Igualdade de Género em Educação de Infância.
No que diz respeito à metodologia de investigação, o estudo enquadra-se no
paradigma da Investigação Qualitativa, orientada pelos princípios da Investigação-Ação,
uma vez que visa a promoção de uma mudança social. Para a recolha de informação
procedeu-se a observações, notas de campo, conversas informais, reflexões cooperadas,
análise documental, dispositivos multimédia e entrevistas semiestruturadas às Educadoras
Cooperadas e Auxiliares.
Através da análise e interpretação de todos os materiais recolhidos, foi possível
entender as conceções das Educadoras e Auxiliares acerca da pertinência e importância
da Igualdade de Género, em Educação de Infância, bem como a organização estratégica
dos materiais e espaços de modo a verificar-se a sua promoção. Ao longo dos momentos
de estágio foram realizadas intervenções, de modo a promover a comunicação, o
envolvimento e participação da equipa e famílias. As crianças foram também participantes
ativas durante todo este processo.
Este estudo evidenciou que a promoção da igualdade de género, assim como a
formação pessoal, social e as questões de cidadania, devem envolver toda a comunidade
educativa. Trata-se de um processo gradual, no qual o/a educador/a, enquanto gestor/a do
currículo, desempenha um papel central. É necessário reorganizar os espaços e materiais
de forma inclusiva, fomentar uma comunicação aberta e garantir a formação de todos os
intervenientes. Com ética, deve-se respeitar a individualidade e os direitos das crianças,
das equipas pedagógicas e das famílias, assegurando um ambiente educativo que
promova a igualdade de género.
This Research Project Report was drawn up as part of the master’s degree in PreSchool Education at the School of Education in Setúbal’s Polytechnic Institute. It focuses on the theme of “Gender Equity” and aims to answer the action-research question “How can Gender Equity be promoted in Nursery Schools and Kindergartens?”. It was based on experiences, observations and experiences that took place at various times during my internship in nursery school and kindergarten. The aim is to understand issues related to gender and citizenship in conjunction with children's rights, as well as the role of the educator in promoting Gender Equity in Early Childhood Education. The research methodology was based on qualitative research and guided by the principles of action research, since it aims to promote social change. In order to gather information, observations, field notes, informal conversations, cooperative reflections, document analysis, multimedia devices and semi-structured interviews were carried out with the Cooperative Educators and Assistants. Observations were crucial to the development of the entire project and, through the analysis and interpretation of all the materials collected, it was possible to understand the teachers' and assistants' conceptions of the relevance and importance of Gender Equity in Early Childhood Education, the strategic organization of materials and spaces in order to verify its promotion. Throughout the internship, interventions were made to promote communication, family involvement and participation with the team. The children were also active participants throughout this process. This study has shown that promoting gender equality, as well as personal and social training and citizenship issues, must involve the entire educational community. This is a gradual process in which the educator, as curriculum manager, plays a central role. Spaces and materials must be reorganized in an inclusive way, open communication must be fostered and the training of all those involved must be guaranteed. Ethically, the individuality and rights of children, teaching teams and families must be respected, ensuring an educational environment that promotes gender equality.
This Research Project Report was drawn up as part of the master’s degree in PreSchool Education at the School of Education in Setúbal’s Polytechnic Institute. It focuses on the theme of “Gender Equity” and aims to answer the action-research question “How can Gender Equity be promoted in Nursery Schools and Kindergartens?”. It was based on experiences, observations and experiences that took place at various times during my internship in nursery school and kindergarten. The aim is to understand issues related to gender and citizenship in conjunction with children's rights, as well as the role of the educator in promoting Gender Equity in Early Childhood Education. The research methodology was based on qualitative research and guided by the principles of action research, since it aims to promote social change. In order to gather information, observations, field notes, informal conversations, cooperative reflections, document analysis, multimedia devices and semi-structured interviews were carried out with the Cooperative Educators and Assistants. Observations were crucial to the development of the entire project and, through the analysis and interpretation of all the materials collected, it was possible to understand the teachers' and assistants' conceptions of the relevance and importance of Gender Equity in Early Childhood Education, the strategic organization of materials and spaces in order to verify its promotion. Throughout the internship, interventions were made to promote communication, family involvement and participation with the team. The children were also active participants throughout this process. This study has shown that promoting gender equality, as well as personal and social training and citizenship issues, must involve the entire educational community. This is a gradual process in which the educator, as curriculum manager, plays a central role. Spaces and materials must be reorganized in an inclusive way, open communication must be fostered and the training of all those involved must be guaranteed. Ethically, the individuality and rights of children, teaching teams and families must be respected, ensuring an educational environment that promotes gender equality.
Description
Keywords
Igualdade de Género Equidade de Género Estereótipos Direito das Crianças Creche e Jardim de Infância Gender Equality Gender Equity Stereotypes Children's Rights Nursery and Kindergarden