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Como trabalhar as questões de género com crianças da educação pré-escolar e do 1º ciclo do ensino básico
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.8 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O presente relatório resulta da Prática de Ensino Supervisionada (PES) em três
contextos educativos: Creche, Jardim-de-Infância (JI) e 1.º Ciclo do Ensino Básico (CEB).
Estes estágios curriculares fundamentaram o trabalho de pesquisa sobre os estereótipos de
género que deu o título a este relatório: como trabalhar as questões de género com crianças
da educação pré-escolar e do 1.º ciclo do ensino básico?.
O relatório divide-se em três capítulos: (i) prática de ensino supervisionado –
caracterização dos estágios realizados ao longo do mestrado; (ii) trabalho de pesquisa
realizado; e (iii) considerações finais sobre a globalidade do trabalho desenvolvido.
O estudo foi feito durante os contextos de estágio e seguiu uma metodologia
qualitativa, tendo como participantes alunos da educação pré-escolar e do 1.º ano do 1.º CEB.
Os dados foram obtidos a partir de entrevistas (às crianças e às profissionais de educação) e
através das respostas a um Kahoot e da análise de desenhos efetuados pelas crianças.
Ao longo do meu percurso académico, procurei ter um olhar atento, reflexivo e crítico,
sustentado pelos conteúdos teóricos, com o intuito de me preparar como futura educadora/
professora. Esta jornada não foi fácil, mas considero que tenho vindo a desenvolver
aprendizagens significativas.
Esta pesquisa, pela sua pertinência, abordando a desconstrução de estereótipos, foi
uma etapa muito importante neste percurso de aprendizagem.
This report is the result of the supervised professional practice in three socio educational contexts: Nursery, Kindergarten and Primary School. These curricular stages supported the research work on gender stereotypes that led me to the theme: how to work gender issues with children in pre-school and primary school?. The report is divided into three chapters: (i) supervised teaching practice – characterization of internships carried out during the master’s; (ii) research work carried out on the gender stereotypes evidenced by children; and (iii) final considerations of the work developed. The developed study took place in an internship context and followed a qualitative methodology, with students from the pre-school and 1st year of the primary school as participants and the data was obtained through interviews (with children and education professionals), the responses to a Kahoot and the analysis of drawings made by the children. Throughout my academic journey, I have tried to have an attentive, reflexive and critical look, supported by theoretical contents, in order to prepare myself as a future educator/teacher. This journey was not an easy one, but I consider that I have been developing significant lessons. This research, due to is relevance, addressing the deconstruction of stereotypes, was a very important step in this learning journey.
This report is the result of the supervised professional practice in three socio educational contexts: Nursery, Kindergarten and Primary School. These curricular stages supported the research work on gender stereotypes that led me to the theme: how to work gender issues with children in pre-school and primary school?. The report is divided into three chapters: (i) supervised teaching practice – characterization of internships carried out during the master’s; (ii) research work carried out on the gender stereotypes evidenced by children; and (iii) final considerations of the work developed. The developed study took place in an internship context and followed a qualitative methodology, with students from the pre-school and 1st year of the primary school as participants and the data was obtained through interviews (with children and education professionals), the responses to a Kahoot and the analysis of drawings made by the children. Throughout my academic journey, I have tried to have an attentive, reflexive and critical look, supported by theoretical contents, in order to prepare myself as a future educator/teacher. This journey was not an easy one, but I consider that I have been developing significant lessons. This research, due to is relevance, addressing the deconstruction of stereotypes, was a very important step in this learning journey.
Description
Mestrado em Educação Pré-Escolar e em Ensino do 1ºCiclo do Ensino Básico
Keywords
educação cidadania igualdade de género estereótipos de género education citizenship gender equality gender stereotypes