Banca de DEFESA: CAROLINE CHAMPOWSKI CORRÊA
Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.STUDENT : CAROLINE CHAMPOWSKI CORRÊA
DATE: 26/03/2024
TIME: 14:00
LOCAL: Sala F-106, Bloco F
TITLE:
GENDER AND INITIAL TEACHER EDUCATION: THE EXPERIENCE OF WOMEN IN TEACHER EDUCATION COURSES AT IFC
KEY WORDS:
Initial Teacher Education. Gender. Female Students. Instituto Federal Catarinense. Teacher Education Courses.
PAGES: 115
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:
This study was conducted within the Graduate Program in Education at the Instituto Federal Catarinense, Campus Camboriú, in the research strand of Formative Processes and Educational Policies. It is noteworthy that its development was funded through the UNIEDU scholarship program of the state of Santa Catarina. The research aimed to analyze how gender relations are perceived by women in their experiences of initial teacher education in undergraduate courses at the Federal Institute of Santa Catarina. This qualitative education study employs an analytical, descriptive, and interpretative approach (LÜDKE; ANDRÉ, 1986; CRESWELL, 2010). The theoretical framework is rooted in feminist and gender studies, with a particular focus on Marxist feminism and critical theory (SAFFIOTI, 2013; ARRUZZA, 2014; FEDERICI, 2019; HOOKS, 2019). Twelve students from five different undergraduate programs and campuses at IFC participated in the research: Pedagogy, Pedagogy with an Emphasis on Rural Education, Mathematics, Chemistry, and Agricultural Sciences. We utilized an online semi-structured questionnaire through the Google Forms platform as a data collection tool. The data were subsequently analyzed using content analysis techniques (BARDIN, 2016; FRANCO, 2008). It was observed that the students had limited opportunities for discussions on gender issues during their initial teacher education. Participants indicated that, despite engaging in activities related to gender relations in their education, they felt a lack of discussion during class times. There is a slight advancement in this regard in the more recent curricular proposals of IFC's teacher education courses, with the inclusion of the component titled "Education, Diversity, and Inclusion" in mandatory pedagogical axes. It was possible to observe that the primary impacts of gender relations on the formative processes of students relate to an overload of activities, such as balancing studies with paid work, domestic work, and childcare. The multiple roles experienced by female teacher education students contribute to the normalization of caregiving and the maintenance of the domestic sphere as feminine functions. The results and discussions point to the need for the articulation of institutional policies and actions that consider the experiences of these women within and beyond the IFC space throughout their initial teacher education.
COMMITTEE MEMBERS:
Presidente - 2764188 - ALEXANDRE VANZUITA
Externa à Instituição - MARIA CLÁUDIA DALIGNA - Unisinos
Interna - 1715961 - MARILANDES MOL RIBEIRO DE MELO