Browsing by Author "Botelho, Paula Gomes"
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- How 5th and 6th grade school books perceived girls and boys?Publication . Queirós, Telma Maria Gonçalves; Botelho, Paula GomesCurrently, the necessity of inclusion of gender's equality dimension and the chances between men and women are considered as one of the quality criteria that must presided the elaboration of school manuais and other educative resources [1] [2]. The school manuais, as pedagogical instruments are very important in the teach-learning process. They have a determinam role in the promotion of a more inclusive and equality education [3]. However, some studies demonstrated that the sexists and stereotypes conceptions reproduced by the dominant culture in school manuais, when propagated through illustrations, increase the inequalities of chances between boys and girls. The purpose of this work was to evaluate if the illustrations of 5"1 and 6* grade school manuais of Physical Education reflect the equality of chances between boys and girls.
- How 5th and 6th grade school books perceived girls and boys?Publication . Queirós, Telma Maria Gonçalves; Botelho, Paula GomesActually, children and young people play in environments everyday more instable. Economical factors and different cultural heritage promotes several problems for the society, the school and the teachers. Students from different social and cultural environments lead to specific educational policies by the educational system. But this is not an easy task. First, because the change cycle in a complex system are not in agreement with the actual politic. Second, because it is necessary to overcome the existent culture, to break down some mentality resistances and behaviour’s. The fundamental constitution of the portuguese republic (CRP), the universal human rights declaration, the portuguese basic law for the educational system (LBSE) and other legal documents present a convergent platform about the promotion of equality in education chances in relation to social, sexual and cultural diversity of the students.
- Presentation of the research project: gender dimension in initial physical education teacher education in PortugalPublication . Queirós, Telma Maria Gonçalves; Botelho, Paula Gomes; Silva, PaulaGender dimension exists across societies and therefore education. Hence certain learning areas in particular (e.g. Physical Education (PE)) are embedded with powerful gendered practices. Recent international research has shown that physical activities within the school curriculum contribute to reinforce and development of “gender-appropriate” behaviour often considered socially and culturally legitimate. In Portugal, this is also particularly visible in some studies which argued that teachers of PE may claim that they espouse equality of opportunity for all children, but their teaching behaviours and practices reveal entrenched sex stereotyping, based on historical constructions of sport and sense ‘notions about what boys and girls must do, i.e., what is suitable for girls and boys in PE. The present study aims to investigate within initial physical education teacher education (IPETE) in public universities of Portugal, how teacher concepts, beliefs, programs and practices contribute do gender construction. The sample consists of: (i) study plans and modules of Master Degree Programs on IPETE in all public universities in Portugal; (ii) directors of all this Master Degree Programs; (iii) teachers educators (supervisors and cooperative teachers (CT)) responsible for the supervision and orientation of the student teachers (ST) over the Supervised Teaching Practice in a university; (iv) ST who are attending the Supervised Teaching Practice in a university. The methodological option adopted is the qualitative approach. The data collected from different sources (i.e. observations, field notes, interviews with directors, teacher’s educators and ST) will be inductively analyzed using the QSR NVivo software for qualitative research.
- Presentation of the research project: gender dimension in initial physical education teacher education in PortugalPublication . Queirós, Telma Maria Gonçalves; Botelho, Paula Gomes; Silva, PaulaGender dimension exists across societies and therefore education. Hence certain learning areas in particular (e.g. Physical Education (PE)) are embedded with powerful gendered practices. Recent international research has shown that physical activities within the school curriculum contribute to reinforce and development of “gender-appropriate” behaviour often considered socially and culturally legitimate. In Portugal, this is also particularly visible in some studies which argued that teachers of PE may claim that they espouse equality of opportunity for all children, but their teaching behaviours and practices reveal entrenched sex stereotyping, based on historical constructions of sport and sense ‘notions about what boys and girls must do, i.e., what is suitable for girls and boys in PE. The present study aims to investigate within initial physical education teacher education (IPETE) in public universities of Portugal, how teacher concepts, beliefs, programs and practices contribute do gender construction. The sample consists of: (i) study plans and modules of Master Degree Programs on IPETE in all public universities in Portugal; (ii) directors of all this Master Degree Programs; (iii) teachers educators (supervisors and cooperative teachers (CT)) responsible for the supervision and orientation of the student teachers (ST) over the Supervised Teaching Practice in a university; (iv) ST who are attending the Supervised Teaching Practice in a university. The methodological option adopted is the qualitative approach. The data collected from different sources (i.e. observations, field notes, interviews with directors, teacher’s educators and ST) will be inductively analyzed using the QSR NVivo software for qualitative research.