Navegando por Palavras-chave "Gender Relations"

Agora exibindo 1 - 5 de 5
  • Nenhuma Miniatura disponível
    Item
    Somente Metadadados
    Elas, as feministas... Elas, as assistentes sociais... Contribuições, desafios, possibilidades
    (Universidade Federal de São Paulo, 2018-09-17) Abreu, Suellen [UNIFESP]; Santos, Renata Cristina Gonçalves dos [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    This Research Examines The Relationship Between Social Work And Feminist Theoretical Production. To Do So, We Adopt As Methodological Path The Analysis Of The Academic Production Of The Area Expressed In The Magazines Temporalis And Serviço Social & Sociedade. Reestablishing The Points Of Theoretical Contact Between Feminism And Marxism, The Research Presents A Historical Trajectory Of The Development Of Feminist Struggles And Theories. Finally, An Overview Of The Main Tensions And Debates On The Challenges To The Area Of Social Work With Regard To Gender Relations.
  • Imagem de Miniatura
    Item
    Acesso aberto (Open Access)
    Estudo acerca das relações de gênero e suas repercussões sobre o trabalho docente na Rede municipal de ensino de São Paulo
    (Universidade Federal de São Paulo (UNIFESP), 2020-09-30) Deodato, Mariana Fonte Boa [UNIFESP]; Penna, Marieta Gouvea De Oliveira [UNIFESP]; Universidade Federal de São Paulo
    The theme of this research is part of the debate on teaching working conditions, with a focus on gender issues, in order to understand the repercussions of gender relations on the work of teachers of the final years of elementary school in the municipal public system of São Paulo. Analyzing the history of women in education, it is possible to verify that their access to schooling was belatedly allowed and the education for them was different comparing to what was offered to men. It can be seen that the feminization of teaching occurred at the same time that teaching work became more precarious and devalued. It is understood that, in a patriarchal society, women's work is considered with lower value and prestige. Thus, the school as a replicator of social inequalities is an environment where sexist practices are reproduced and, often, normalized. Based on the above consideration, the concept of historical materialism is adopted as an investigative approach and the following research question is presented: do gender issues existing inside and outside school affect the relationships in the school environment and teacher’s work, and can they even promote differences in the nature and division of duties between male and female teachers? A quantitative research will purview the following objective: i) to verify whether sex interferes in schooling and teaching functions; besides, from a qualitative perspective, the research aims to investigate: ii) whether gender relations outside school cause effects on teaching work, iii) whether gender inequalities imply an overload of tasks for female teachers, iv) whether precarious working conditions affect more female than male teachers and v) the representations of female teachers about gender roles and stereotypes in their work. For that purpose, it was carried out a quantitative research about the public school servants through the analysis of data provided by the São Paulo Municipal Department of Education, and a field research, with semi-structured interviews with teachers, coordinators and principal of two elementary schools of the municipal school system of São Paulo. The main authors supporting the analyzes as a theoretical framework are Joan Scott, Heleieth Saffioti and José Contreras, in addition to contributions from other researchers, such as Dalila Oliveira and Michael Apple. From the analysis made, it can be seen that teachers are subjected to precarious working conditions, such as loss of autonomy, overload of tasks and low salaries. It was also noticed that gender relations mark the teaching work in schools, with women and girls being more exposed to situations of harassment and discrimination. It can also be observed that most women have a lato sensu postgraduation grade due to the fact that this training is, most of the time, distance learning, allowing flexibility of time dedicated to study. It can be noted that women, especially when they are black, face more difficulties to study and, mainly, to participate in training outside the São Paulo municipal education network, due to the accumulation of working hours and domestic tasks. As a result, women are less likely to grown in their careers, to increase their salaries and to access management positions. Nonetheless, racism is also prominent in the school's daily life. Therefore, gender and race issues must be debated both during teacher training and in basic education classes.
  • Imagem de Miniatura
    Item
    Acesso aberto (Open Access)
    Movimentos Feministas: Um Estudo De Caso Sobre As Relações De Gênero Em Uma Universidade Pública
    (Universidade Federal de São Paulo (UNIFESP), 2017-08-23) Ferreira, Fernanda Lourenzato [UNIFESP]; Bello, Isabel Melero [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    This research intends to investigate how gender relations occur at the Federal University of São Paulo (Unifesp) according to feminist movements and their vision at the university. For this research, post-critical methodologies in education were applied focusing on gender, postgender, post-feminism and queer studies through a methodological mosaic composed by documental researches about Unifesp, the restructuration and expansion of federal universities program (REUNI), an analysis of enrollment data and the REUNI impacts on the university; as well as semi-structured interviews with fourteen participants composed by a questionnaire that outlines a social-economic profile and inquires the female students about the gender relations and conflicts in all Unifesp campi. The research has developed in the following manner: it began with a bibliographic research presenting a brief historic on women’s history and feminism on occidental society, an introduction to feminist studies and the queer theory, and the relations between feminism and school education. Afterwards, REUNI, the Unifesp expansion from this program and a social-economic profile mapping of the students of Unifesp with an analysis of the impacts of REUNI at the university based off on female enrollments are exposed. Finally, under the point of view of conceptions, statements and reports of university’s feminist movement’s acts, analysis of the interviews were executed through field research guided by feminist and queer studies, emphasising the theorist Judith Butler and the concepts of gender binarism, heteronormativity, compulsory heterosexuality and deconstruction of identities. With this research, it is possible to conclude that the university’s expansion contributed to democratize the access and, therefore, to the arrival of feminist movements inside it. However, at the same time, violence and gender oppression emerged, needing to be incorporated by Unifesp as a challenge to be faced. For this reason, it is important that the university starts establishing partnerships with the feminist unions, creating environments of discussion, resistance and embracement, as well as reviewing the curricular contents of all majors in order to promote changes in gender relations on the university. Therefore, this research establishes itself of extremely importance for reviewing and creating new educational policies, not only on public universities but also on public and student assistance policies on all Brazilian universities.
  • Imagem de Miniatura
    Item
    Acesso aberto (Open Access)
    A presença das relações de gênero no currículo da escola pública: opiniões de professores e professoras.
    (Universidade Federal de São Paulo (UNIFESP), 2019-04-26) Nascimento, Marcelo Oliveira Do [UNIFESP]; Freitas, Marcos Cezar De [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    This research aimed to listen and analyze the opinion of teachers about the relevance they attribute to the presence of issues related to gender issues, those explained in the curriculum and those that emerge from everyday events and that imply the need to debate the theme at school. The survey was conducted among professionals from municipal public schools in the eastern part of the city of São Paulo that serve young people in the middle school stage. The municipal public network has 8 schools that serve young people in this stage of education in the city, and our research was carried out in 3 of them that are allocated in the east zone. Our listening was through the focus group technique, with 2 meetings in each unit, aimed at investigating the assessment of gender relations by school actors and their perceptions about the latest national and municipal education plan. And can enlarge the understanding of ideas, concepts and considerations that teachers have about the concept of gender.
  • Imagem de Miniatura
    Item
    Acesso aberto (Open Access)
    Professor homem na educação infantil: a construção de uma identidade
    (Universidade Federal de São Paulo (UNIFESP), 2012-09-03) Pereira, Maria Artete Bastos [UNIFESP]; Vitalle, Maria Sylvia de Souza [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    In this study, the central debate is to understand the construction of the identity of a male teacher in children education, in this women universe; from the perspective of gender as an analytical category, in the exercise of their profession teaching in municipal nurseries, pre-schools and schools of the city of Guarulhos. When analyzing the context of teaching in the early years of schooling of boys and girls, the number of women are significantly higher than men, and that is no different in the school system in the city of Guarulhos, including nurseries and pre-school, whereas in the early grades of elementary school (first cycle), there is a higher prevalence of teacher man in. The Early Childhood Education, although it has more than a century of history as an extra care and education, only recently has been recognized as the children rights, families, and the duty of the Government and as the first stage of basic education, then we can infer the smaller number of men at this level of education, since its conception be more focused on care - having the body of boys and girls in the center of the debate, than to educate, as if it were possible to separate from each other, since they are inseparable actions. However, when choosing a Primary school as a way of working with children, men were excluded from this rule? To attempt to answer this question, taken as theoretical studies of gender relations, understanding it as a social behavior that affects the construction of identities present in the specific institutional space to be studied: the school. Was sought through the experience of five men teachers to know their careers as teachers in this lifetime. On the analysis of the interviews it was found that the identity of the male teacher is under construction, considering the complexity of the changes in Childhood Education that affect everyone and all the professionals who work with this level of education and therefore the male teachers. Considering gender relations, as social constructions for the sexual differences between men and women, the results show that although there are changes in the subjectivities of male teachers in this study, because of the relationships with children and professional women, where "masculine" and "feminine" intersect, on the other hand, on these same interactions, it is clear that it was not possible to break completely with the hegemonic masculinity that remains and is reflected mainly in binarisms - masculine and feminine - present and entrenched "in themselves" as many of them made explicit during the interviews, and which are reflected in daily practices, since they are cultural and historical.