Questões de gênero nos anos iniciais da educação básica: o que pensam estudantes de pedagogia sobre esse tema?

Abstract

This work presents, based on experiences reported by undergraduate students in Pedagogy, how they perceive gender issues in the early years of primary education of children, and what conceptions these students have about gender issues. We start from the hypothesis that discourses began to be constructed since childhood, by different social groups (family, school, religious, cultural) and, therefore, they interfere and constitute the conceptions that each individual has, perpetuates or changes about the concept of gender. That is qualitative research, with data collection through a Discussion Group. A total of seven women participated, who are taking the undergraduate course in Pedagogy and who had already completed their internships in the initial years of primary education. The theoretical framework included authors such as Louro (2003), Perrot (1998), Toledo (2018), and Vianna and Finco (2009). The speeches presented by the participants originated two categories of analysis: 1) The concept of gender from the perspective of the participants and 2) The construction of Gender and Experiences. The study was able to confirm the initial research hypothesis: the participants presented elements that led to the understanding that discourses begin to be constructed since childhood, by different social groups, interfering and constituting the conceptions that each individual has, perpetuates or changes about to the concept of gender. We conclude by analyzing that the participants do not present clear definitions about the approach of gender, but that they can perceive how it is efficient in the perpetuation of the pedagogical practices of the family school and also of the other social groups, which reinforce the models of behavior considered adequate for boys and girls. The participants also mentioned the importance of initial training, which should offer a discipline to address this issue, and in-service instruction, in which teachers have training sessions and moments, which could enable reflective processes and questions about gender, which lead to necessary changes in the school environment and society