A carregar...
Publicação
Questões de Género: um contributo para análise critica de textos literários no 3º ciclo do Ensino Básico e Ensino Secundário
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 4.39 MB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
Os pressupostos que conduziram o presente trabalho assentaram na observação da importância da análise crítica do texto literário, em sala de aula, no que diz respeito a questões de género. Enquadrando a prática efetiva de ensino na pedagogia de género, pretendeu-se, no plano didático, ir ao encontro do prescrito pelos documentos orientadores curriculares e institucionais. A nível científico, propôs-se a avaliação dos
resultados obtidos através intervenção da docente estagiária, a partir da aplicação de questionários pré e pós-intervenção, posteriormente comparados com os do grupo de controlo. A análise destes resultados parece indicar que, após a intervenção da professora estagiária, as/os discentes se mostraram mais inclusivos na interpretação dos enunciados, tipificando menos vezes caráteres ou comportamentos, de acordo com os esterótipos de género vigentes. Simultaneamente, foi aplicado um questionário dedicado à linguagem
inclusiva, na turma intervencionada e no grupo de controlo, com o objetivo de avaliar as interpretações, quer do masculino neutro, quer das formas pronominais neutras, a partir do qual se denotou a influência do género gramatical e da preconceção de papéis sociais na interpretação do texto, sugerindo também que a intervenção das/os docentes em sala de aula é fundamental para a construção de uma linguagem inclusiva em uso. Desta
forma, parece assistir-se a uma correspondência direta entre a ensino e aprendizagem de questões de género, comprometida, de forma indelével, com os sentidos da linguagem.
The premises that led to the present report were based on the acquiring of critical analysis' importance regarding the literary text, in the classroom, as far as gender issues are concerned. Framing the actual teaching practice in gender pedagogy, it was intended, at a didactical level, to follow curricular and institutional guiding documents' requirements. On a scientific level, it was intended to evaluate the results obtained through the intervention of the trainee teacher, by applying pre- and post-intervention questionnaires, later compared with those of the control group. The study of these results seems to indicate that after trainee teacher's intervention, the students were more inclusive in their interpretations, less often typifying characters, or behaviors according to the gender stereotypes in use. Simultaneously, a questionnaire dedicated to inclusive language was applied in the intervened class and in the control group, with the goal of evaluating the interpretations of both the neuter masculine and gender neuter pronoun forms, which demonstrated the influence of grammatical gender and social role prejudice in text's interpretation, also suggesting that the teachers' intervention in the classroom is fundamental for the construction of an inclusive language in use. Thus, there seems to be a direct correspondence between the teaching and learning of gender issues, compromised, indelibly, with the sense of language.
The premises that led to the present report were based on the acquiring of critical analysis' importance regarding the literary text, in the classroom, as far as gender issues are concerned. Framing the actual teaching practice in gender pedagogy, it was intended, at a didactical level, to follow curricular and institutional guiding documents' requirements. On a scientific level, it was intended to evaluate the results obtained through the intervention of the trainee teacher, by applying pre- and post-intervention questionnaires, later compared with those of the control group. The study of these results seems to indicate that after trainee teacher's intervention, the students were more inclusive in their interpretations, less often typifying characters, or behaviors according to the gender stereotypes in use. Simultaneously, a questionnaire dedicated to inclusive language was applied in the intervened class and in the control group, with the goal of evaluating the interpretations of both the neuter masculine and gender neuter pronoun forms, which demonstrated the influence of grammatical gender and social role prejudice in text's interpretation, also suggesting that the teachers' intervention in the classroom is fundamental for the construction of an inclusive language in use. Thus, there seems to be a direct correspondence between the teaching and learning of gender issues, compromised, indelibly, with the sense of language.
Descrição
Palavras-chave
Literatura Estereótipos de género Identidade de género Linguagem inclusiva Ensino do português Literature Gender stereotypes Gender identity Inclusive language Teaching Portuguese