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Abstract(s)
O presente relatório foi desenvolvido no âmbito da unidade curricular da Prática de Ensino Supervisionada (PES), inserida no plano de estudos do curso de Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, da Escola Superior de Educação de Bragança (ESEB), do Instituto Politécnico de Bragança.
As experiências de ensino aprendizagem, aqui apresentadas, foram pensadas numa perspetiva de articulação curricular, em que os interesses e necessidades das crianças bem como os seus ritmos de aprendizagem, foram contemplados. Para o efeito, apoiamo-nos nas Orientações Curriculares para a Educação Pré-Escolar (OCEPE), no Guião de Educação, Género e Cidadania para a Educação Pré- Escolar, no Programa do 1.º Ciclo do Ensino Básico, nas Metas Curriculares para o 1.º Ciclo do Ensino Básico e no Guião de Educação, Género e Cidadania para o 1º. Ciclo do Ensino Básico. Estas experiências de ensino aprendizagem traduzem-se num processo descritivo, interpretativo e reflexivo, enquadrado numa abordagem qualitativa. É importante salientar que, ao longo da prática educativa, adotamos uma atitude reflexiva e crítica face ao trabalho desenvolvido.
No decorrer da prática, as atividades que desenvolvemos foram pensadas no sentido de darmos resposta à questão problema: Quais as perceções das crianças sobre as questões de género? Para tal delineamos os seguintes objetivos: i) conhecer as perceções das crianças sobre as questões de género ii) Perceber se a família e a escola são responsáveis pela perpetuação de estereótipos de género iii) Analisar os processos associados à construção identitária de género, em contexto de Creche, Educação Pré-Escolar e 1.º Ciclo do Ensino Básico iv) Perceber de que forma as questões de género estão presentes no quotidiano dos futuros adultos.
Para que fosse possível recolhermos a informação para a nossa investigação selecionamos um conjunto de técnicas e de instrumentos de recolha de dados. Foram eles: observação participante, notas de campo, registos fotográficos e entrevista. Para a análise dos dados recorremos à análise de conteúdo.
Após a análise dos dados, estes parecem apontar para existência de conceções estereotipadas sobre o género que podem condicionar a criança e o modo como, em adulto, a mesma assumirá os seus papéis pessoais, sociais e profissionais.
This report was developed within the curricular unit of the Supervised Teaching Practice (PES), inserted in Master's Course in Pre-School Education and Teaching of the 1st Cycle of Basic Education, of the Higher School of Education of Bragança (ESEB), of the Polytechnic Institute of Bragança. The teaching learning experiences presented here were conceived in a perspective of curricular articulation, in which the interests and needs of the children as well as their learning rhythms were contemplated. To this end, we support ourselves in the Curricular Guidelines for Pre-School Education (OCEPE), the Gender and Citizenship Education Guide for Pre-School Education, the Program of the 1st Cycle of Basic Education, the Curricular Goals for the 1st Cycle of Basic Education and in the Guide of Education Gender and Citizenship for the 1st. Basic Cycle of Education. These learning teaching experiences translate into a descriptive, interpretive and reflective process, framed in a qualitative approach. It is important to emphasize that, throughout the educational practice, we adopted a reflexive and critical attitude towards the work developed. In the course of the practice, the activities that we developed were designed in order to answer the problem question: What are the children's perceptions about gender issues? To this end, we outline the following objectives: i) to know children's perceptions of gender issues ii) to understand if family and school are responsible for the perpetuation of gender stereotypes iii) to analyze the processes associated with gender identity construction, in context Nursery, Kindergarten and 1st Cycle of Basic Education iv) Understand how gender issues are present in the daily lives of future adults. In order to collect the information for our investigation, we selected a set of techniques and data collection instruments. They were: participant observation, field notes, photographic records and interview. For the analysis of the data we used content analysis. After analyzing the data, these seem to point to stereotyped conceptions about gender that can condition the child and how, in adult, it will assume their personal, social and professional roles.
This report was developed within the curricular unit of the Supervised Teaching Practice (PES), inserted in Master's Course in Pre-School Education and Teaching of the 1st Cycle of Basic Education, of the Higher School of Education of Bragança (ESEB), of the Polytechnic Institute of Bragança. The teaching learning experiences presented here were conceived in a perspective of curricular articulation, in which the interests and needs of the children as well as their learning rhythms were contemplated. To this end, we support ourselves in the Curricular Guidelines for Pre-School Education (OCEPE), the Gender and Citizenship Education Guide for Pre-School Education, the Program of the 1st Cycle of Basic Education, the Curricular Goals for the 1st Cycle of Basic Education and in the Guide of Education Gender and Citizenship for the 1st. Basic Cycle of Education. These learning teaching experiences translate into a descriptive, interpretive and reflective process, framed in a qualitative approach. It is important to emphasize that, throughout the educational practice, we adopted a reflexive and critical attitude towards the work developed. In the course of the practice, the activities that we developed were designed in order to answer the problem question: What are the children's perceptions about gender issues? To this end, we outline the following objectives: i) to know children's perceptions of gender issues ii) to understand if family and school are responsible for the perpetuation of gender stereotypes iii) to analyze the processes associated with gender identity construction, in context Nursery, Kindergarten and 1st Cycle of Basic Education iv) Understand how gender issues are present in the daily lives of future adults. In order to collect the information for our investigation, we selected a set of techniques and data collection instruments. They were: participant observation, field notes, photographic records and interview. For the analysis of the data we used content analysis. After analyzing the data, these seem to point to stereotyped conceptions about gender that can condition the child and how, in adult, it will assume their personal, social and professional roles.
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Keywords
Género Sexo Agentes de socialização