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Abstract(s)
Neste trabalho a educação e formação de pessoas adultas na promoção da igualdade de género assume se como área central para a qual pretendemos dar um pequeno contributo. De acordo como a perspectiva que define a educação de adultos/as num sentido lato, é nossa intenção perceber, através da análise do discurso de mulheres adultas, como é que as questões relacionadas com as aprendizagens de género percorrem as suas vidas, participam na (re)construção da(s) sua(s) identidade(s) enquanto mulheres e justificam as opções e oportunidades que tiveram ao longo do seu trajecto.
De acordo com os objectivos do trabalho, a nossa opção metodológica é enquadrável num paradigma de investigação interpretativo. Neste sentido, o recurso a uma estratégia qualitativa de pesquisa justifica se sobretudo pelo objectivo de tentarmos compreender a forma como as pessoas entrevistadas definem o ser mulher e tornar se mulher. Assim, na planificação da nossa investigação empírica, o estudo de casos múltiplos afigurou se como uma opção metodológica que respeita os pressupostos teóricos e epistemológicos que nos orienta nesta interpretação de significados. A escolha de três famílias diferentes, do ponto de vista económico e sociocultural, e a selecção de três mulheres de diferentes gerações (avó, mãe e neta) em cada uma dessas famílias, permitiu nos entrevistar directamente e de forma prolongada nove mulheres de idades muito distintas.
A técnica de recolha de dados seleccionada foi a entrevista semiestruturada. Esta técnica permite, de uma forma privilegiada, aceder aos discursos das participantes e recolher informações relativas aos seus sentimentos, opiniões e especificidades das suas vidas, que não seriam acessíveis através de um instrumento de recolha de dados mais estruturado, completamente pré definido pela pessoa do investigador.
Com este desenho de investigação pretendemos perceber como as particularidades dos contextos históricos, económicos e socioculturais podem, eventualmente, influenciar a interpretação que as participantes fazem de si enquanto mulheres, e de que modo podem condicionar as possibilidades e oportunidades subjacentes às decisões relativas à gestão das suas vidas. Torna se, assim, também possível averiguar até que ponto se verificam mudanças ou semelhanças entre as três gerações de mulheres relativamente às questões da (re)construção da(s) identidade(s) de género.
Esta dissertação encontra se dividida em duas partes. Na primeira – Enquadramento Teórico – é feita a revisão da literatura científica em torno de três aspectos que consideramos fundamentais, a saber: (I) Do sexo ao género: as leituras da diferença entre homens e mulheres; (II) (Re)construção da(s) identidade(s) de género; e (III) Construção social dos estereótipos de género: das interpretações teóricas aos indicadores reais. A segunda parte do trabalho descreve o estudo empírico levado a cabo e está organizada em cinco capítulos, designadamente: (I) Concepção, planeamento e caracterização metodológica da investigação, em que se justificam e fundamentam as opções metodológicas que estruturam o estudo; (II) Metodologia, em que se descrevem pormenorizadamente os procedimentos inerentes à implementação e condução do estudo; (III) Construção das categorias de análise, em que se descrevem a lógica e os procedimentos relativos à análise de conteúdo dos discursos das nossas participantes; (IV) Apresentação dos Resultados, que pretende ser a descrição da informação obtida através das entrevistas, devidamente organizada em função das categorias de análise definidas; e, por fim, (V) Nascer menina, tornar se mulher, que procura ser uma síntese interpretativa, construída a partir dos discursos das participantes.
No que concerne às principais conclusões do nosso estudo, parece nos importante realçar que tanto a pertença a diferentes gerações como a pertença a diferentes grupos socioculturais e económicos parecem diferenciar as nossas participantes, relativamente às motivações para trabalhar fora de casa, à divisão das tarefas domésticas, à interpretação das diferenças entre homens e mulheres e aos sentimentos associados a estas diferenças. No entanto, parece não haver muitas diferenças intergeracionais ou de pertença social no que respeita à valorização da maternidade, que é definida por todas as participantes como sendo o papel mais importante na vida das mulheres, à atribuição à mulher das tarefas domésticas e de cuidado com os/as filhos. Um outro aspecto que emergiu da análise dos discursos das nossas participantes é a prevalência, mais ou menos implícita, de estereotipias de género relativamente às escolhas profissionais, às características psicológicas atribuídas a homens e a mulheres e à valorização das características tidas como masculinas. No seguimento destas constatações, consideramos que a educação de pessoas adultas se assume como uma estratégia fundamental para a promoção da igualdade de género, no sentido de eliminar todas as formas de discriminação (de género ou outras) ainda vividas por mulheres e homens em diferentes esferas da vida.
In this work, education and training of adults for the promotion of gender equality is assumed as a central area in which we intend to give a small contribution. According to the perspective that defines adult education in the broadest sense, we intend to understand, through the analysis of the discourse of adult women, how the issues related to gender learning traverse their lives, participating in (re)building their identity(ies) as women and justify the choices and opportunities that they had along their lives. In accordance with the objectives of the work, our choice has fallen into a methodology of interpretative research paradigm. In this sense, the use of a qualitative research strategy is mainly justified by the objective of trying to understand how the interviewees define what is being a women and becoming a woman. Thus, in the planning of our empirical research, the study of multiple cases appeared as a methodological approach that respects the theoretical and epistemological assumptions that guides us in this interpretation of meanings. The choice of three different families, from an economic and socialcultrul standpoint and the selection of three women of different generations (grandmother, mother and grandmother) in each of these families allowed us to interview directly and for a prolonged time, nine women of distinct ages. The technique selected for data collection was the semi-structured interview. This technique allows in a privileged manner, to access the speeches of the participants and it also permits us to gather information about their feelings, opinions and characteristics of their lives that would not be accessible if we used a more structured tool for collecting data, completely pre-defined by the investigator. With this research design we want to see how the particularities of the historical, economic and socio-cultural contexts may eventually influence the interpretation that the participants make of themselves as women, and how they might influence the possibilities and opportunities underlying the decisions concerning the management of their lives. It is therefore also possible to ascertain to what extent there are changes or similarities between the three generations of women on the issue of (re)building gender identity(ies). This thesis is divided into two parts. In the first – Theoretical Framework – we review the scientific literature on three aspects that we consider fundamental, namely: (I) From sex to gender: the readings of the difference between men and women, (II) (Re)Building gender identity(ies) and (III) Social construction of gender stereotypes: from theoretical interpretations to real indicators. The second part of the paper describes the empirical study carried out, which is organized into five chapters, namely: (I) Design, planning and characterization of the methodology of research, which justify and underlie the methodological choices that shape the study, (II) Methodology, which describes in detail the procedures involved in the implementation and conduct of the study, (III) Construction of the categories of analysis, which describes the logic and procedures of content analysis of speeches of our participants, (IV) Presentation of the Results, which aims to be the description of the information obtained through interviews properly organized according to categories of analysis defined, and finally, (V) Born as a girl, becoming a Woman, which seeks to be an interpretive synthesis constructed from the speeches of the participants. Regarding the main conclusions of our study, it seems to us important to note that belonging to different generations and to distinct socio-cultural and economic groups appear both to differentiate our participants, on the motivations to work outside the home, the division of housework, the interpretation of differences between men and women and the feelings associated with these differences. However, there doesn’t seem to exist many intergenerational differences related to social belonging in what concerns the appreciation of motherhood, which is defined by all participants as the most important role in the lives of women. There are also similarities in discourses of the participants in relation to the attribution to women related to the responsibilities of domestic chores including caring for the children. Another aspect that emerged from the analysis of our participants speeches is the prevalence of gender stereotypes with regard to career choices, the psychological characteristics attributed to men and women and the appreciation of features considered as masculine. Following these findings, we believe that adult education and training should be assumed as a key strategy for promoting gender equality and for the elimination all forms of discrimination (gender based or others) that are still experienced by women and men in different spheres of life.
In this work, education and training of adults for the promotion of gender equality is assumed as a central area in which we intend to give a small contribution. According to the perspective that defines adult education in the broadest sense, we intend to understand, through the analysis of the discourse of adult women, how the issues related to gender learning traverse their lives, participating in (re)building their identity(ies) as women and justify the choices and opportunities that they had along their lives. In accordance with the objectives of the work, our choice has fallen into a methodology of interpretative research paradigm. In this sense, the use of a qualitative research strategy is mainly justified by the objective of trying to understand how the interviewees define what is being a women and becoming a woman. Thus, in the planning of our empirical research, the study of multiple cases appeared as a methodological approach that respects the theoretical and epistemological assumptions that guides us in this interpretation of meanings. The choice of three different families, from an economic and socialcultrul standpoint and the selection of three women of different generations (grandmother, mother and grandmother) in each of these families allowed us to interview directly and for a prolonged time, nine women of distinct ages. The technique selected for data collection was the semi-structured interview. This technique allows in a privileged manner, to access the speeches of the participants and it also permits us to gather information about their feelings, opinions and characteristics of their lives that would not be accessible if we used a more structured tool for collecting data, completely pre-defined by the investigator. With this research design we want to see how the particularities of the historical, economic and socio-cultural contexts may eventually influence the interpretation that the participants make of themselves as women, and how they might influence the possibilities and opportunities underlying the decisions concerning the management of their lives. It is therefore also possible to ascertain to what extent there are changes or similarities between the three generations of women on the issue of (re)building gender identity(ies). This thesis is divided into two parts. In the first – Theoretical Framework – we review the scientific literature on three aspects that we consider fundamental, namely: (I) From sex to gender: the readings of the difference between men and women, (II) (Re)Building gender identity(ies) and (III) Social construction of gender stereotypes: from theoretical interpretations to real indicators. The second part of the paper describes the empirical study carried out, which is organized into five chapters, namely: (I) Design, planning and characterization of the methodology of research, which justify and underlie the methodological choices that shape the study, (II) Methodology, which describes in detail the procedures involved in the implementation and conduct of the study, (III) Construction of the categories of analysis, which describes the logic and procedures of content analysis of speeches of our participants, (IV) Presentation of the Results, which aims to be the description of the information obtained through interviews properly organized according to categories of analysis defined, and finally, (V) Born as a girl, becoming a Woman, which seeks to be an interpretive synthesis constructed from the speeches of the participants. Regarding the main conclusions of our study, it seems to us important to note that belonging to different generations and to distinct socio-cultural and economic groups appear both to differentiate our participants, on the motivations to work outside the home, the division of housework, the interpretation of differences between men and women and the feelings associated with these differences. However, there doesn’t seem to exist many intergenerational differences related to social belonging in what concerns the appreciation of motherhood, which is defined by all participants as the most important role in the lives of women. There are also similarities in discourses of the participants in relation to the attribution to women related to the responsibilities of domestic chores including caring for the children. Another aspect that emerged from the analysis of our participants speeches is the prevalence of gender stereotypes with regard to career choices, the psychological characteristics attributed to men and women and the appreciation of features considered as masculine. Following these findings, we believe that adult education and training should be assumed as a key strategy for promoting gender equality and for the elimination all forms of discrimination (gender based or others) that are still experienced by women and men in different spheres of life.