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O feminino e o masculino nos manuais escolares do 1.º ciclo do ensino básico. A opinião das professoras e dos professores de dois agrupamentos de escolas do Norte Alentejano
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Abstract(s)
Atendendo à necessidade de desenvolver um currículo que propicie aprendizagens em diferentes áreas curriculares numa perspetiva de formação integral do e da aluna, a educação para a cidadania e, em particular, a educação/formação para a igualdade de oportunidades de género, toma particular importância nos primeiros anos de escolaridade.
No desenvolvimento desta dissertação procurou-se a participação ativa das professoras e dos professores do 1.º ciclo do Ensino Básico, recolhendo e interpretando as suas opiniões sobre a importância de educar/formar para a identidade e igualdade de género na escola do 1.º ciclo do Ensino Básico.
Dado que os materiais, com destaque para os manuais escolares, assumem particular importância no processo de ensino e de aprendizagem, assume-se que existam critérios rigorosos na sua seleção e na sua escolha, em particular no que às oportunidades para a igualdade de género diz respeito. Atendendo a esta necessidade, estarão as professoras e os professores do 1.º ciclo do Ensino Básico conscientes de que os manuais escolares podem ser veículos de estereótipos sociais que contribuem negativamente para a vivência da igualdade de oportunidades entre o género masculino e o género feminino?
A investigação realizada nesta dissertação demonstra que a escolha dos manuais escolares ainda não tem, de forma consciente e deliberada, preocupações com as mensagens textuais e figurativas em função da igualdade de oportunidades entre homens e mulheres, pelo que se assume a urgência e a necessidade de (re)configurar a escolha dos manuais escolares e das práticas curriculares na escola do 1.º ciclo do Ensino Básico.
Given the need to develop a curriculum that enables learning in different curricular areas, in a perspective of a comprehensive training of the male and female students, the citizenship education and, particularly, the education/ training for equal opportunities between genders, assumes an important role in the first school years. Throughout the development of this thesis we looked for the active participation of male and female teachers from Elementary Schools, gathering and interpreting their issues regarding the importance of educating/ training for the identity and equality of gender in Elementary Schools. Given that the materials, mainly the schools textbooks, assume a considerable importance in the process of teaching and learning, it was expected that rigorous criteria were used in their selection and choice, particularly regarding the opportunities for gender equality. Bearing in mind this need, are male and female teachers of Elementary Schools aware that school textbooks can convey social stereotypes that contribute negatively to the equality of opportunities between the male gender and the female gender? The investigation undertaken throughout this thesis reveals that the choice of schools textbooks still doesn’t contain, in a conscious and deliberate way, concerns regarding textual and figurative messages about the equality of opportunities between men and women, thus allowing us to alert for the urgency and need to reconfigure the choice of school textbooks and curricular practices in Elementary Schools.
Given the need to develop a curriculum that enables learning in different curricular areas, in a perspective of a comprehensive training of the male and female students, the citizenship education and, particularly, the education/ training for equal opportunities between genders, assumes an important role in the first school years. Throughout the development of this thesis we looked for the active participation of male and female teachers from Elementary Schools, gathering and interpreting their issues regarding the importance of educating/ training for the identity and equality of gender in Elementary Schools. Given that the materials, mainly the schools textbooks, assume a considerable importance in the process of teaching and learning, it was expected that rigorous criteria were used in their selection and choice, particularly regarding the opportunities for gender equality. Bearing in mind this need, are male and female teachers of Elementary Schools aware that school textbooks can convey social stereotypes that contribute negatively to the equality of opportunities between the male gender and the female gender? The investigation undertaken throughout this thesis reveals that the choice of schools textbooks still doesn’t contain, in a conscious and deliberate way, concerns regarding textual and figurative messages about the equality of opportunities between men and women, thus allowing us to alert for the urgency and need to reconfigure the choice of school textbooks and curricular practices in Elementary Schools.
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Keywords
Currículo do 1.º ciclo do Ensino Básico Igualdade de Género Manuais Escolares Elementary Curriculum Equality of gender School Textbooks
Citation
Publisher
Instituto Politécnico de Portalegre - Escola Superior de Educação