Cenas com crianças de 4 e 5 anos no contexto da educação infantil: suas perspectivas sobre gênero e sexualidade
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Data
2017-09-27
Autores
Garrido, Geisa Orlandini Cabiceira [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa foi desenvolvida junto ao Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia da Universidade Estadual Paulista, câmpus de Presidente Prudente, estado de São Paulo, estando vinculada à linha de pesquisa ―Desenvolvimento Humano, Diferença e Valores‖. Tratou-se de uma investigação de caráter qualitativo, por meio de um estudo de caso realizado com crianças na faixa etária entre quatro e cinco anos, de uma instituição pública de Educação Infantil e dos anos iniciais do Ensino Fundamental, localizada no município de Presidente Epitácio, no estado de São Paulo. Apresentou como objeto de estudo as perspectivas de crianças pré-escolares acerca da sexualidade e relações de gênero. Destacou-se como objetivo geral: analisar a constituição de significados relativos a gênero e sexualidade segundo perspectivas de crianças entre 4 e 5 anos de idade no contexto de uma instituição de Educação Infantil. Como objetivos específicos, destacou-se: averiguar como as culturas infantis se fazem presentes nas concepções relativas a gênero e sexualidade manifestadas pelas crianças; investigar como as interações das crianças com os(as) adultos(as), expressas em seus relatos, participam e intervêm na constituição de suas perspectivas sobre gênero e sexualidade; conhecer os significados que as crianças atribuem às relações de gênero e à sexualidade, considerando os contextos espacial e organizativo da instituição de Educação Infantil. A investigação apoiou-se na perspectiva dos estudos sociológicos e da antropologia social e cultural, com ênfase na teoria dos roteiros sexuais desenvolvida por Gagnon e no viés interpretativo proposto pela Sociologia da Infância, que concebe as crianças como atores sociais e (re)produtoras de culturas. As técnicas empregadas foram: entrevistas abertas e semiestruturadas com as crianças, utilizando-se de dinâmicas, de brincadeiras e de contação de história; observação participante nos diferentes tempos e espaços escolares; diário de campo e análise dos artefatos sociais e culturais presentes na instituição. A geração dos dados apontou a existência de processos diferenciados de socialização de meninos e meninas e a apropriação de roteiros coercitivos de gênero e sexuais pelas crianças. Evidenciaram-se momentos em que as crianças romperam com valores reprodutores da dicotomia de gênero, ―produzindo as suas próprias culturas‖. Os resultados das análises também foram obtidos por associações entre os signos relacionados ao corpo pelas crianças e a cultura erótica brasileira. Entretanto, constatei que a apreensão que elas fazem de valores sociais e culturais acerca do corpo e de seus prazeres, não são apenas a reprodução da cultura mais ampla, uma vez que as suas experiências são constituídas a partir de uma relação dinâmica entre a cultura, as interações sociais vividas em contextos particulares e a atividade intrapsíquica. A partir dessa conjectura destacou-se a importância da instituição escolar, enquanto espaço com finalidades educacionais humanizadoras, na coparticipação da construção de roteiros que auxiliem as crianças em suas reflexões e em suas condutas para que questionem e rompam com os padrões sociais normativos e coercitivos que segregam, hierarquizam, excluem, categorizam e reforçam as desigualdades entre os sujeitos.
The present work was developed within Universidade Estadual Paulista‘s Postgraduate Program on Education in its Science And Technology Division, at the Presidente Prudente campus in the state of São Paulo, along its line of research on ―Human Development, Difference and Values‖. It consisted of a qualitative investigation, through case study of children ages four to five, on a public institution of children‘s and elementary teaching located in the city of Presidente Epitácio, in the state of São Paulo. The study‘s object was the children‘s perspectives on sexuality and gender relations, with the analysis of the building of meanings related to gender and sexuality in that context gaining ground as a general objective. The specific goals were investigating how children‘s cultures make themselves present in the conceptions related to gender and sexuality they manifest; and how children‘s interactions with adults, expressed in their telling, participate and intervene on the building of their perspectives on gender and sexuality; acknowledging the meanings children attribute to gender relations and sexuality, considering the spacial and organizational contexts of the children‘s teaching institution. The investigation was supported on the perspective of sociological and anthropological studies, with an emphasys on the theory of sexual scrips developed by Gagnon and in the interpretive bias proposed by Childhood Sociology, which conceives of children as social actors and (re)producers of cultures. The techniques employed were as follows: open and semistructured interviews with the children, using storytelling and play dynamics; participant observation of different times and spaces in the school; field diaries and analysis of social and cultural artifacts present at the institution. Data generation pointed to the existence of different socialization processes between boys and girls and the appropriation of coercive gender and sexual scrips by the children. There were moments in which children broke with values that reproduce gender dychotomy, ―creating their own cultures‖ The results of analysis were also obtained through associations between signs related to the human body by children and brazilian erotic culture. However, it was found that the children‘s apprehension of sociocultural values related to the body and its pleasures are not merely the reproduction of wider culture, since their experiences are built from a dynamic relationship between culture, social interactions in private contexts, and inner mental activity. From this conjecture, the importance of school institutions as a space with humanizing educational ends gained ground, as a coparticipant in the construction of scripts that help children in their reflexions and conducts, so they may question and break with normative and coercive social standards which segregate, exclude, categorize and reinforce inequality among individuals.
The present work was developed within Universidade Estadual Paulista‘s Postgraduate Program on Education in its Science And Technology Division, at the Presidente Prudente campus in the state of São Paulo, along its line of research on ―Human Development, Difference and Values‖. It consisted of a qualitative investigation, through case study of children ages four to five, on a public institution of children‘s and elementary teaching located in the city of Presidente Epitácio, in the state of São Paulo. The study‘s object was the children‘s perspectives on sexuality and gender relations, with the analysis of the building of meanings related to gender and sexuality in that context gaining ground as a general objective. The specific goals were investigating how children‘s cultures make themselves present in the conceptions related to gender and sexuality they manifest; and how children‘s interactions with adults, expressed in their telling, participate and intervene on the building of their perspectives on gender and sexuality; acknowledging the meanings children attribute to gender relations and sexuality, considering the spacial and organizational contexts of the children‘s teaching institution. The investigation was supported on the perspective of sociological and anthropological studies, with an emphasys on the theory of sexual scrips developed by Gagnon and in the interpretive bias proposed by Childhood Sociology, which conceives of children as social actors and (re)producers of cultures. The techniques employed were as follows: open and semistructured interviews with the children, using storytelling and play dynamics; participant observation of different times and spaces in the school; field diaries and analysis of social and cultural artifacts present at the institution. Data generation pointed to the existence of different socialization processes between boys and girls and the appropriation of coercive gender and sexual scrips by the children. There were moments in which children broke with values that reproduce gender dychotomy, ―creating their own cultures‖ The results of analysis were also obtained through associations between signs related to the human body by children and brazilian erotic culture. However, it was found that the children‘s apprehension of sociocultural values related to the body and its pleasures are not merely the reproduction of wider culture, since their experiences are built from a dynamic relationship between culture, social interactions in private contexts, and inner mental activity. From this conjecture, the importance of school institutions as a space with humanizing educational ends gained ground, as a coparticipant in the construction of scripts that help children in their reflexions and conducts, so they may question and break with normative and coercive social standards which segregate, exclude, categorize and reinforce inequality among individuals.
Descrição
Palavras-chave
Infância, Sexualidade, Gênero, Educação Infantil, Childhood, Sexuality, Gender, Children’s Education