Navegando por Autor "Morais, Juliana Mendes de"
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ItemGênero na geografia escolar: uma proposição para o ensino com as práticas espaciais cotidianas(Universidade Federal de Goiás, 2021-12-10) Morais, Juliana Mendes de; Souza, Vanilton Camilo de; http://lattes.cnpq.br/1374656969635983; Souza, Vanilton Camilo de; Costa, Carmem Lucia; Alves, Adriana OlíviaIt is understood that the discussions regarding gender issues in Geography teaching still need more research to contribute to the teachers' confidence in approaching the theme in the classroom. Having said this, this research, anchored on the assumptions of Feminist Geographies, starts from the following problem: the teaching of Geography still does not approach gender relations based on its spatial dimension for the insertion in the teaching contents, considering the teachers' knowledge on the subject and contributing to the understanding of differences, discrimination, and inequalities that may be related to places. Thus, the objective was to understand how knowledge about gender relations in School Geography can be inserted in the contents and contribute to citizen education through another proposed approach to teaching. As specific objectives: to situate the emergence of the gender debate in geographic science to subsidize School Geography; to identify the knowledge teachers have about gender and its relation to the Geography teaching contents; to analyze the approaches to gender present in textbooks; to elaborate didactic directions and guidelines for the treatment of the theme in the teaching contents; and, finally, to evaluate the directions and didactic guidelines elaborated about gender relations in Geography teaching. The qualitative approach offered the necessary conditions and support for the development of this research, of the participant type, based on the following strategies: semi-structured interviews, analysis of three collections of Geography textbooks for the final years of Ensino Fundamental, and the elaboration of didactic paths and a guiding fascicle on the subject. Content analysis and participant observation were relevant in this process, especially in view of the participation of five Geography teachers from the Rede Municipal de Educação de Goiânia. With the analysis of the materials and the interviews, it was found that gender is still thought of and treated based on population studies and the world of work. That said, the didactic paths developed during the research articulated gender issues with everyday spatial practices, as a potentiality for the teaching of geographic contents. It is recognized, however, the complexity of the theme, especially considering the formation process of the teachers, the materials used, and the pursuit of the theme in the educational context. Thus, we point out some results in this whole process: the importance of training moments that articulate the dimensions discussed here; the teachers' understanding of the subject may dictate their approach in classes; the correspondence between the contents present in the textbooks and the teachers' statements; and, finally, the need to articulate the exchange of knowledge between the school and the university.