Ensino da Leitura e da Escrita
DISCOURSIVE INDICATORS OF GENDER DISCRIMINATION IN TEXTS PRODUCED BY 11TH GRADE FEMALE STUDENTS
Carvalho, Mª Alice1; Bergano, Sofia2; Macias, Dina3
1[email protected], Universidade de São Tomé e Príncipe, São Tomé e Príncipe 2[email protected], Instituto Politécnico de Bragança, Portugal
3[email protected], Instituto Politécnico de Bragança, Portugal
ABSTRACT
Education is an area that has come to win importance, being attributed to the school an important role in the acquisition of knowledge, of qualifications, of attitudes and values for a conscious and responsible citizenship, challenging it to the implication and resolution of the problems regarding gender inequality.
The purpose of the present investigation consisted in using an informative activity programmed with the objective of assessing 10 young students writing ability, through an essay written by them. For such, it required these students to reflect and investigate previously on the questions of existent gender inequality surrounding the daily routine of Sao Tomean society, a social problem which darkens the life of many women in Sao Tome and Principe.
We foresaw initially, a public with ages between 16 to 19 years of the National High School, because of the objective of the study, and for being the oldest national high school in the country with students of diverse places including different financial and social backgrounds.
In the Literature Review on the theme of gender previously mentioned, three groups of different categories: - beliefs of the roles performed by people of both sexes, of different generations, past and present, in the contexts of both private and public sector; - the belief about the existing gender relationships within society; and beliefs about male and female psychological characteristics attributed to woman and man. The contents of the essays were analyzed in six subcategories according to the settings defined.
Through the textual analysis of discourses produced, it was evident the existence of sexist stereotypical beliefs in the lives of women of the past generation. On the other hand, this present generation there is a tendency for improvement in both the diversification of roles performed in public and social context, and in its openness to the world, in gender relations and the demonstration of psychological characteristics previously seen only in men.
Through analysis of the written student productions we can conclude that, overall, the structure of three components: introduction, development and conclusion are present in all texts, which leads us to conclude that this is a learning crafted and systematized in the class room.
INDICADORES DISCURSIVOS DE DISCRIMINAÇÂO DE GÉNERO EM TEXTOS PRODUZIDOS POR ALUNAS DA 11ª CLASSE
Carvalho, Mª Alice1; Bergano, Sofia2; Macias, Dina3
1[email protected], Universidade de São Tomé e Príncipe, São Tomé e Príncipe 2[email protected], Instituto Politécnico de Bragança, Portugal
3[email protected], Instituto Politécnico de Bragança, Portugal
RESUMO
A Educação é uma área que tem vindo a ganhar importância, sendo atribuída à escola um importante papel na aquisição dos conhecimentos, competências, atitudes e valores para uma cidadania consciente e responsável, desafiando-a ainda ao envolvimento e resolução dos problemas de género.
Na presente investigação utilizamos uma atividade didática para aferir da aprendizagem da escrita, através da produção escrita de alunas participantes do estudo. Estas exprimiram as suas opiniões sobre os contextos das questões de género no quotidiano da sociedade são-tomense, no passado e presente, uma problemática social da atualidade, que há muito vem assombrando a vida das mulheres. As 10 jovens participantes no estudo são estudantes no Liceu Nacional, o maior do país, e que é frequentado por estudantes de diversas localidades e diferenciados extratos económicos e sociais.
No capítulo da Revisão de Literatura definimos previamente os três grupos de categorias:- as crenças dos papéis executados por pessoas de ambos os sexos, de gerações do passado e presente, nos contextos privado/público;- as crenças de relações de género existentes na sociedade e,- as crenças de características psicológicas masculinas e femininas atribuídas à mulher e ao homem, com base nas quais seis respetivas subcategorias serviram de base à análise dos conteúdos das produções textuais, de acordo com os contextos definidos.
Da análise dos discursos textuais produzidos, ficou evidente da existência de crenças estereotipadas de caráter sexista na vida das mulheres da geração do passado. Por sua vez, na geração do presente há tendência de melhoria, tanto na diversificação dos papéis realizados no contexto público, como na sua abertura para o mundo, nas relações de género e na demonstração de caraterísticas psicológicas antes vistas só nos homens.
Através da análise às produções escritas das estudantes concluímos que, em termos globais, a estrutura das três partes componentes do texto: introdução, desenvolvimento e conclusão está presente em todos os textos produzidos, o que demonstra uma aprendizagem trabalhada e sistematizada em sala de aula.
Palavras-chave: cidadania; escrita; igualdade; género.
DISCOURSIVE INDICATORS OF GENDER DISCRIMINATION IN TEXTS PRODUCED BY 11TH GRADE FEMALE STUDENTS
Carvalho, Mª Alice1; Bergano, Sofia2; Macias, Dina3
1[email protected], Universidade de São Tomé e Príncipe, São Tomé e Príncipe 2[email protected], Instituto Politécnico de Bragança, Portugal
3[email protected], Instituto Politécnico de Bragança, Portugal
ABSTRACT
Education is an area that has come to win importance, being attributed to the school an important role in the acquisition of knowledge, of qualifications, of attitudes and values for a conscious and responsible citizenship, challenging it to the implication and resolution of the problems regarding gender inequality.
The purpose of the present investigation consisted in using an informative activity programmed with the objective of assessing 10 young students writing ability, through an essay written by them. For such, it required these students to reflect and investigate previously on the questions of existent gender inequality surrounding the daily routine of Sao Tomean society, a social problem which darkens the life of many women in Sao Tome and Principe.
We foresaw initially, a public with ages between 16 to 19 years of the National High School, because of the objective of the study, and for being the oldest national high school in the country with students of diverse places including different financial and social backgrounds.
In the Literature Review on the theme of gender previously mentioned, three groups of different categories: - beliefs of the roles performed by people of both sexes, of different generations, past and present, in the contexts of both private and public sector; - the belief about the existing gender relationships within society; and beliefs about male and female psychological characteristics attributed to woman and man. The contents of the essays were analyzed in six subcategories according to the settings defined.
Through the textual analysis of discourses produced, it was evident the existence of sexist stereotypical beliefs in the lives of women of the past generation. On the other hand, this present generation there is a tendency for improvement in both the diversification of roles performed in public and social context, and in its openness to the world, in gender relations and the demonstration of psychological characteristics previously seen only in men.
Through analysis of the written student productions we can conclude that, overall, the structure of three components: introduction, development and conclusion are present in all texts, which leads us to conclude that this is a learning crafted and systematized in the class room.
A PRESENÇA DA LITERATURA ORAL TRADICIONAL SANTOMENSE NO ENSINO