As relações de gênero entre crianças nas brincadeiras
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Arquivos
Data
2014
Tipo de documento
Dissertação
Título da Revista
ISSN da Revista
Título de Volume
Área do conhecimento
Ciências Humanas
Modalidade de acesso
Acesso aberto
Editora
Autores
Martins, Marcelo Salvador
Orientador
Cruz, Tânia Mara
Coorientador
Resumo
A presente pesquisa, em nível de mestrado, teve como temática as relações de gênero entre crianças durante as brincadeiras em um Centro de Educação Infantil (CMEI), da rede municipal de educação da cidade de Tubarão, Santa Catarina. Essa problemática teve como objetivo geral compreender se as atividades propostas de modo coeducativo, permitindo a meninos e meninas brincarem de diferentes tipos de jogos/brincadeiras, mobilizavam as crianças no sentido de problematizar o repertório de gênero e se permitiam às crianças expressar suas contradições ou, até mesmo, quebrar fronteiras tradicionais de gênero. Teve por objetivos específicos: analisar a receptividade das crianças ao papel mediador de um adulto e a mediação entre pares infantis durante e após as atividades selecionadas; compreender se as práticas propostas iam ao encontro das necessidades das crianças de novas vivências ou as incomodava, provocando resistências individuais ou coletivas. A metodologia utilizada foi a pesquisa-intervenção, combinada com observação participante e produção de diários de campo. A turma era composta por treze crianças sendo seis meninos e sete meninas e, com exceção de um menino de três anos, as demais crianças tinham quatro anos completos e a completar cinco no decorrer do ano de 2013. Abordou-se as questões de gênero na infância, as transformações históricas do campo da Educação Física no que tange às questões da escola mista ou coeducativa, e a função exercida pelo/a educador/a em auxiliar no processo de aproximação entre os sexos. O diálogo com a Educação Física foram o norte de referência em função das experiências prévias do pesquisador, bem como do corpo em movimento ser uma das preocupações centrais quando se discute Educação Física atual e infância, mesmo que realizada nos espaços educativos infantis por diferentes profissionais com formações diversas. A questão que norteou a análise aqui apresentada centrou-se em um recorte nas atividades de movimento como Briga de Galo, Corrida Rotativa, Bambolês e Gangorra Humana que tiveram, particularmente, um maior protagonismo pelas meninas. Os resultados mostraram que a receptividade das crianças tanto nas suas expressões de emoção e verbalizações durante as brincadeiras como nas rodas de conversa ao final de cada uma para avaliar a brincadeiras, ressaltaram que o caminho adotado dava a elas um novo suporte para as relações de gênero. Em muitos momentos, utilizavam-se da mediação docente como reforço para brincadeiras que já faziam fora do CMEI mas ali não viam como fazê-las ou quando se percebiam em expressões corporais antes não experimentadas e levavam essas aprendizagens para seus espaços familiares como novas descobertas, entre elas a força e a velocidade. Observou-se, também, que havia mais rivalidade entre meninas que entre meninos até mesmo no cuidado mútuo durante as brincadeiras. Nessa pesquisa pondera-se, por fim, que docentes necessitam visualizar a importância de seu papel em interagir de modo intencional sobre as relações de gênero com as culturas infantis nos espaços educativos. Enfim, ressalta-se que a busca por uma ação docente não sexista e alta receptividade das crianças para essa questão pode problematizar o sexismo presente nos espaços educativos, tanto por docentes quanto por crianças.
This research, at master´s level, deals with themes of gender relations among children playing games carried out in a Municipal Children Education Center (CMEI) of Tubarão, Santa Catarina. The main goal of this study was to examine if the proposed coeducational activities, allowing both boys and girls play different kinds of games, would mobilize the children in order to discuss gender repertory and notice whether they expressed their contradictions or even broke the traditional barriers of gender. It had as specific objectives: to analyze the children´s receptivity towards an adult mediation role and the mediation between children pairs during and after those selected activities; to understand whether the proposed practices met the children´s needs for new experiences or bothered them, causing individual and collective resistance. The methodology used was the participative intervention research, along with participant observation and daily records production. The group was made up of thirteen children, being those six boys and seven girls. All were 4-year-old children who would turn five during 2013, with the exception of one boy who was only three. This study approached gender issues during childhood, the historical changes in the Physical Education field in relation to mixed-sex schools and co-educational matters; it also dealt with the important role played by the teacher when helping both boys and girls getting closer. The dialogue with Physical Education was the guide which took into consideration the researcher previous experiences as well as the body in movement being one of his main concerns when it comes to Physical Education today and childhood, even those activities proposed by professionals from different background. The questions which guided the analyses here presented focused on a part of action activities such as Briga de Galo, Corrida Rotativa, Bamboles e Gangorra humana, in which the girls had a bigger participation. The results showed that the children´s receptivity was quite high and what was said and expressed throughout the games and conversation circles were used to evaluate each game. The children highlighted that the way the games were conducted gave them a new support to gender relations.. At several moments they took advantage of the teacher mediation as reinforcement to games they used to play outside the school field but could not see how to play them there, it was also noticed body expressions never discovered before. They, then, took what they had learned to their daily lives as new discoveries, among them the speed and the strength. It was also noticed that there was more competition and mutual care among girls than among boys. This research concluded that teachers need to visualize the importance of their roles in interacting intentionally over the gender relations with children´s cultures in educational spaces. To sum up, it was concluded that the search for a non-sexist teaching practice and children´s high receptivity towards those issues may problematize the sexism present in educational space by both teachers and students.
This research, at master´s level, deals with themes of gender relations among children playing games carried out in a Municipal Children Education Center (CMEI) of Tubarão, Santa Catarina. The main goal of this study was to examine if the proposed coeducational activities, allowing both boys and girls play different kinds of games, would mobilize the children in order to discuss gender repertory and notice whether they expressed their contradictions or even broke the traditional barriers of gender. It had as specific objectives: to analyze the children´s receptivity towards an adult mediation role and the mediation between children pairs during and after those selected activities; to understand whether the proposed practices met the children´s needs for new experiences or bothered them, causing individual and collective resistance. The methodology used was the participative intervention research, along with participant observation and daily records production. The group was made up of thirteen children, being those six boys and seven girls. All were 4-year-old children who would turn five during 2013, with the exception of one boy who was only three. This study approached gender issues during childhood, the historical changes in the Physical Education field in relation to mixed-sex schools and co-educational matters; it also dealt with the important role played by the teacher when helping both boys and girls getting closer. The dialogue with Physical Education was the guide which took into consideration the researcher previous experiences as well as the body in movement being one of his main concerns when it comes to Physical Education today and childhood, even those activities proposed by professionals from different background. The questions which guided the analyses here presented focused on a part of action activities such as Briga de Galo, Corrida Rotativa, Bamboles e Gangorra humana, in which the girls had a bigger participation. The results showed that the children´s receptivity was quite high and what was said and expressed throughout the games and conversation circles were used to evaluate each game. The children highlighted that the way the games were conducted gave them a new support to gender relations.. At several moments they took advantage of the teacher mediation as reinforcement to games they used to play outside the school field but could not see how to play them there, it was also noticed body expressions never discovered before. They, then, took what they had learned to their daily lives as new discoveries, among them the speed and the strength. It was also noticed that there was more competition and mutual care among girls than among boys. This research concluded that teachers need to visualize the importance of their roles in interacting intentionally over the gender relations with children´s cultures in educational spaces. To sum up, it was concluded that the search for a non-sexist teaching practice and children´s high receptivity towards those issues may problematize the sexism present in educational space by both teachers and students.
Palavras-chave
Educação física para crianças, Identidade de gênero, Co-educação, Brincadeiras