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Advisor(s)
Abstract(s)
O presente relatório surge no âmbito da unidade cu
rricular da Prática de Ensino
Supervisionada (PES), inserida no Mestrado em Educação Pré Escolar e Ensino do 1.º Ciclo
do Ensino Básico (CEB), da Escola Superior de Educação de Bragança, do Instituto
Polité cnico de Bragança. A PES decorreu no ano letivo 20 18/2019 em três contextos
educativos diferentes: creche, com 15 crianças com idades que variavam entre os 10 e os 21
meses; jardim de infância com 20 crianças de 4 e 5 anos e escola do 1.º CEB, com 21 cria nças
de 7 anos. E as questõ es de g énero assumiram se como a problemática mais significativa ao
longo da intervenção. No está gio pedag ógico, sempre que possível, procuramos implementar
diversas experiências de aprendizagem que desenvolvessem atitudes positi vas face à
equidade de género de modo a educar e s ensibilizar as crianças para a cidadania atravé s de
pr áticas de igualdade. A questão problema Como é que as práticas educativas poderão
contribuir para a construção do conceito de igualdade de género nas cr ianç as? norteou toda
a intervençã o pedag ó gica e in vestiga ção. E delineamos os seguintes objetivos: (i) perceber
as interações criança/criança no que diz respeito ao gé nero e à igualdade de género; (ii)
conhecer as perceções das crianças em relação ao gé ner o e à igualdade de género; (iii)
desenvolver exper iências de ensino aprendizagem que promovam atitudes positivas face à
igualdade de género; (iv) educar para a cidadania. Adotamos uma metodologia de natureza
qualitativa, recolhendo dados através de observa ção participante, notas de campo, registos
fotográ ficos, bem como um inquérito por questioná rio às crianças do 1.º CEB. A an álise dos
dados recolhidos revela que as crianças já desempenham papé is de g énero e que começam a
construir a sua identidade de géne ro a partir das interações com o meio onde se inse rem, com
os seus pares, e com os adultos com os quais interagem. Notou se ainda em alguns discursos,
e atitudes, a veiculação de ideias estereotipadas que influenciam claramente a forma de agir,
pensar e co municar. Por ser um tema atual e estruturante, ass ume se a ideia de que questões
relacionadas com a promoção de género deverã o ser inclu idas , desde cedo, na educação das
crianças, e os adultos que as acompanham, devem querer implicar se mais neste processo.
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 PES took place in the 2018/2019 school year in three different educational contexts: nursery, with 15 children aged 10 to 21 months; kindergarten with 20 children aged 4 to 5 year olds and 1st CEB school with 21 children with 7 year olds. Gender issues were assumed to be the most significant issue throughout the intervention. In the pedagogical stage, whenever possible, we search to implement various learning experiences that develop positive attitudes towards gender equity in order to educate and sensitize children to citizenship through equality practices. The problematic question How can educational practices contribute to the construction of the concept of gender equality in children? guided all pedagogical intervention and research. We outline the following objectives: (i) understand child / child interactions with respect to gender and gender equality; (ii) know children's perceptions of gender and gender equality; (iii) develop teaching and learning experiences that promote positive attitudes towards gender equality; (iv) educate for citizenship. We adopted a qualitative approach, by collecting data through participant observation, field notes, photographic records, as well as a questionnaire survey of children from the 1st CEB. Analysis of the collected data reveals that children already play gender roles and begin to build their gender identity through interactions with their environment, with their peers, and with the adults with whom they interact. We had also noticed in some conversations and attitudes, the propagation of stereotyped ideas that clearly influence the way of acting, thinking and communicating. Because it is a current and structuring theme, we assumed that gender promotion issues should be included early in the education of children, and adults around them should want to be more involved in this process.
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 PES took place in the 2018/2019 school year in three different educational contexts: nursery, with 15 children aged 10 to 21 months; kindergarten with 20 children aged 4 to 5 year olds and 1st CEB school with 21 children with 7 year olds. Gender issues were assumed to be the most significant issue throughout the intervention. In the pedagogical stage, whenever possible, we search to implement various learning experiences that develop positive attitudes towards gender equity in order to educate and sensitize children to citizenship through equality practices. The problematic question How can educational practices contribute to the construction of the concept of gender equality in children? guided all pedagogical intervention and research. We outline the following objectives: (i) understand child / child interactions with respect to gender and gender equality; (ii) know children's perceptions of gender and gender equality; (iii) develop teaching and learning experiences that promote positive attitudes towards gender equality; (iv) educate for citizenship. We adopted a qualitative approach, by collecting data through participant observation, field notes, photographic records, as well as a questionnaire survey of children from the 1st CEB. Analysis of the collected data reveals that children already play gender roles and begin to build their gender identity through interactions with their environment, with their peers, and with the adults with whom they interact. We had also noticed in some conversations and attitudes, the propagation of stereotyped ideas that clearly influence the way of acting, thinking and communicating. Because it is a current and structuring theme, we assumed that gender promotion issues should be included early in the education of children, and adults around them should want to be more involved in this process.
Description
Keywords
Pré-Escolar 1.º Ciclo do Ensino Básico