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Trabalhar o género e a cidadania em contextos de educação de infância
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| 2.24 MB | Adobe PDF |
Advisor(s)
Abstract(s)
Neste relatório final, apresento uma reflexão sobre o trabalho desenvolvido durante os estágios, realizados em creche e jardim-de-infância, assim como o percurso de aprendizagem que estes me proporcionaram. Na sequência destes estágios, apresento um trabalho de pesquisa que realizei com a finalidade de compreender melhor como é possível Trabalhar o género e a cidadania em contextos de educação de infância. Esta questão surgiu como uma preocupação durante os estágios. Considerei que o seu estudo é de toda a relevância pois é, nas idades pré-escolares que as crianças começam as suas aprendizagens básicas relativamente às questões de género e de educação para a cidadania. Quanto mais precocemente estas questões são trabalhadas mais fácil é promover uma capacidade de questionamento por parte das crianças relativamente a ideias estereotipadas com que vai sendo confrontada desde que nasce. Os objetivos que defini foram estudar como as crianças concebem as diferenças de género na idade de pré-escolar; estudar como as crianças retratam no seu ambiente familiar, o papel atribuído aos homens e às mulheres; e como é que estas questões são trabalhadas pelas educadoras de infância.
Este trabalho teve como base um projeto desenvolvido pela ESES (Escola superior de Educação de Santarém) em colaboração com a CIG (Comissão para a Cidadania e Igualdade de Género) no âmbito do qual foi construído um Guião de Educação sobre Género e Cidadania em pré-escolar. Do trabalho de pesquisa realizado é de salientar que as educadoras estão sensíveis a estas questões se bem que por vezes sintam dúvidas sobre como as podem trabalhar. Relativamente às crianças estudadas, ao contrário das expetativas iniciais, apesar de evidenciarem algumas ideias estereotipadas relativamente aos papéis sociais atribuídos aos homens e mulheres, no seu discurso não existem diferenças significativas relativamente às questões de género. Este trabalho proporcionou-me uma base para saber como trabalhar estas questões com as crianças numa perspetiva de educação para a cidadania.
In this final report, I present a reflection on the work developed during the stages held in nursery school and kindergarten, as well as the learning path that they provided me. Following these stages, I present a research paper I did in order to better understand how it is possible to work the gender and citizenship in childhood education contexts. This issue has emerged as a concern during the stages. I looked at this study as if it had all the relevance in preschool, for its from where children begin their basic learning in relation to gender issues and of education for citizenship. As early as these issues are worked the easier is to promote a ability of questioning by children relatively to stereotypical ideas with which they are confronted since birth. The goals I set were to study how children conceive of gender differences in pre-school age; study how children describe their family environment, the roles assigned to men and women and how these issues are worked by the educators of childhood. This work was based on a project developed by ESES (Escola Superior de Educação de Santarém) in collaboration with the CIG (Commission for citizenship and Gender Equality) in which a script was built on gender and citizenship education in preschool. From the research work carried out it should be noted that the educators are sensitive to these issues although they sometimes feel doubts about how they can work them. As regards children as opposed to the initial expectations, although there are many stereotypical ideas concerning the social roles assigned to men and women, it turns out, however, that in the speech of many children there are no significant differences. This work has provided me the bases to know how to work these issues with children.
In this final report, I present a reflection on the work developed during the stages held in nursery school and kindergarten, as well as the learning path that they provided me. Following these stages, I present a research paper I did in order to better understand how it is possible to work the gender and citizenship in childhood education contexts. This issue has emerged as a concern during the stages. I looked at this study as if it had all the relevance in preschool, for its from where children begin their basic learning in relation to gender issues and of education for citizenship. As early as these issues are worked the easier is to promote a ability of questioning by children relatively to stereotypical ideas with which they are confronted since birth. The goals I set were to study how children conceive of gender differences in pre-school age; study how children describe their family environment, the roles assigned to men and women and how these issues are worked by the educators of childhood. This work was based on a project developed by ESES (Escola Superior de Educação de Santarém) in collaboration with the CIG (Commission for citizenship and Gender Equality) in which a script was built on gender and citizenship education in preschool. From the research work carried out it should be noted that the educators are sensitive to these issues although they sometimes feel doubts about how they can work them. As regards children as opposed to the initial expectations, although there are many stereotypical ideas concerning the social roles assigned to men and women, it turns out, however, that in the speech of many children there are no significant differences. This work has provided me the bases to know how to work these issues with children.
Description
RELATÓRIO DE ESTÁGIO PARA OBTENÇÃO DO GRAU DE MESTRE EM EDUCAÇÃO PRÉ-ESCOLAR
Keywords
educação de infância género cidadania pre-school education gender citizenship