Licenciatura em Pedagogia (Sede)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/25
Siglas das Coleções:
APP - Artigo Publicado em Periódico
TAE - Trabalho Apresentado em Evento
TCC - Trabalho de Conclusão de Curso
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3 resultados
Resultados da Pesquisa
Item A escola e a representação das mulheres nos contos de fada(2021-12-06) Guimarães, Eveline da Silva; Portela Júnior, Aristeu; http://lattes.cnpq.br/2261345425063739This paper investigates through iconographic and bibliographic studies how two main characters from children's movies can act in the formation of women. School is seen as a place that can deconstruct limited views about gender issues. We observe the profile of the first and last Disney princesses, respectively, Snow White (1937) and Moana (2016) . The general objective of this paper is to analyze the representation of women in fairy tales. And our specific objectives are: Analyze two Disney princesses and their representations in the films and understand how these representations can influence the formation of the girl. The methodology developed was designed to understand the different roles that these princesses play in the productions. The results of the analysis point to the confirmation that these representations act directly on the formation of children's identity. And consequently, in the female identity.Item Relações de gênero na literatura infantil: uma análise sobre o conto de fadas “Branca de Neve e os Sete Anões”(2023-09-06) Silva, Luana Santana da; Souza, Ana Paula Abrahamian de; http://lattes.cnpq.br/5944309643014109; http://lattes.cnpq.br/6328520120023161The present work aims to reflect on gender representations in the fairy tale "Snow White and the Seven Dwarfs" in different versions and historical contexts based on gender studies. We conceptualize fairy tales, presenting their historical trajectory according to Santos et al. (2017) and Coelho (2000) and we point out aspects of their importance for the cognitive and socio-affective development of children through the contributions of the authors Coutinho and Rodrigues (2021) and Nogueira (2016), in addition to pointing out aspects of the stories from the perspective of Cultural Studies conceptualized by Santos (2015). Through the discussion of authors who bring a feminist perspective to research, such as Louro (1997), Scott (1995) Bento (2011), we establish the concept of gender used in research and how it is evidenced in popular fairy tales worldwide. The methodology used consisted of a qualitative content analysis approach, and, after contextualizing the works under analysis, we determined three categories: patterns of subjectivation of femininities, patterns of subjectivation of masculinities and gender relations. Two files were analyzed textually and iconographically, the first being the traditional version of the story and the second a contemporary version in audiobook format. We seek to point out characteristics in the works that reinforce stereotypes of genders and the relationships between them, also pointing out new networks of meanings for the production of femininities and masculinities that escape hegemonic standards in the most current work of short stories. We also highlight the importance of this study in teacher training, leading them to understand the complexities of gender identities and choose materials that promote diversity and inclusion. This allows educators to sensitize students to gender issues, challenge stereotypes, and create safe and respectful school environments.Item Práticas pedagógicas e as representações de gênero em sala de aula: um estudo na educação infantil em escola pública(2021-07-14) Silva, Tânia Maria Rodrigues da; Duarte, Rebeca Oliveira; http://lattes.cnpq.br/2892457731367709; http://lattes.cnpq.br/4105350999518782In the Brazilian educational context, despite the legal advances regarding the discussions on gender, many have been the obstacles to the realization of this theme in schools. This work was thought from the need to understand how the teaching pedagogical practices in the scope of Early Childhood Education, reinforce gender stereotypes or combat sexism through their performance in educational processes and in the formation of gender identity. Understanding that the school as a socializing space for concepts, concepts and practices, contributes to this construction, since it is in it that situations of inequality between men and women, boys and girls materialize, and these, in turn, materialize in the relationship with the teachers through the practices and are naturalized by the speeches and influenced by didactic materials, media etc. In terms of methodology, for data collection, systematic observation and direct interviews with the subjects were used, whose contents were analysed qualitatively and complemented with the Theory of Social Representations (TRS). The results demonstrate that teachers find it difficult to approach gender in the classroom and that there is a process of perpetuation of stereotypes of what it is to be a man and what it is to be a woman, in addition to the resistance in talking about other identities, although there are ruptures in sporadic activities, there was a need for training that instigates, problematize, and sensitizes teachers to systematically address gender issues in their pedagogical practices.