Competência moral, gênero e sexualidades, e religiosidade na formação inicial pública paulista em pedagogia
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Data
2022-03-30
Autores
Silva, Matheus Estevão Ferreira da
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Universidade Estadual Paulista (Unesp)
Resumo
Esta Dissertação trata de uma pesquisa de Mestrado proposta como continuidade de uma pesquisa anterior de Iniciação Científica. Na ocasião, investigou-se se graduandos(as) em Pedagogia de uma Universidade pública paulista estão sendo preparados(as) para trabalhar com a diversidade sexual e de gênero em sua futura atuação profissional na escola, além de relacionar esse preparo com sua formação moral. Posto que nessa pesquisa anterior se inferiu não haver preparo e nem desenvolvimento moral satisfatórios e que isso apresentou forte relação com a variável religiosidade, nesta presente pesquisa busca-se o aprofundamento de tais resultados expandindo a investigação. A expansão foi traçada em dois sentidos: amostral, com a adição de mais um curso de formação em Pedagogia no contexto universitário público paulista, e de constructos avaliados, investigando agora a competência moral e, também, a adesão à religiosidade. Com uma amostra mais ampla, busca-se testar a hipótese alcançada a partir dos resultados da pesquisa anterior e aprofundá-los, de modo a fazer uma análise comparativa amostral interna e externa: interna, ao se comparar a formação de graduandos(as) de um curso de Pedagogia que tem gênero e sexualidades como conteúdos curriculares (Caso 1) e de outro curso de Pedagogia que não os têm (Caso 2), e externa, ao se comparar a formação de ambos os cursos de Pedagogia entre si. Logo, tem-se como objetivo investigar a relação entre competência moral, gênero e sexualidades, e religiosidade na formação inicial pública paulista em Pedagogia de dois cursos distintos, com e sem gênero e sexualidades como conteúdos curriculares. A metodologia delineada, um estudo transversal de casos múltiplos e contrastantes, divide-se nas etapas de revisão bibliográfica, para fundamentação teórica nas temáticas pertinentes; análise documental, para conhecer o que se espera legalmente da atuação de ambos profissionais; e pesquisa empírica, para coleta e análise de dados sobre os três constructos no processo formativo investigado, por meio de um questionário, elaborado na pesquisa anterior e adaptado na presente pesquisa, e das versões validadas no Brasil do Moral Competence Test extended (MCT_xt) e da Post-Critical Belief Scale (PCBS). Na etapa de análise documental, elegeram-se os seguintes documentos da legislação normatizadora da formação inicial na Educação Superior: Diretrizes Curriculares Nacionais para o curso de graduação em Pedagogia (DCN_Pedagogia), Plano Nacional de Educação em Direitos Humanos (PNEDH) e Diretrizes Nacionais para a Educação em Direitos Humanos (DNEDH). Também se adicionou a essa etapa a análise da grade curricular e do Projeto Político-Pedagógico dos dois cursos participantes da pesquisa, para se avaliar pormenorizadamente a possibilidade de abordagem de gênero e sexualidades e da ética no processo de formação oferecido, assim como seu lugar no conteúdo curricular programático do curso. Na etapa de pesquisa empírica, aplicaram-se o questionário, MCT_xt e PCBS nos dois cursos participantes. Ao todo, participaram da pesquisa 317 sujeitos (N=317), sendo 105 graduandos(as) em Pedagogia do Caso 1 (n=105) e 212 graduandos(as) em Pedagogia do Caso 2 (n=212). A amostra contemplou estudantes matriculados(as) em todos os anos desses cursos. Realizou-se uma análise comparativa triangular, entre os constructos de competência moral, concepções sobre gênero e sexualidades, e forma de adesão à religiosidade, e amostral interna e externa, entre dois diferentes ambientes universitários. Os resultados obtidos reiteraram constatações anteriores, demonstrando que, em ambos os casos investigados, a formação ética, em gênero e sexualidades permanece frágil. Também em ambos, embora haja graduandos(as) com concepções sobre gênero e sexualidades adequadas para subsidiar sua futura atuação profissional, a maioria deles(as) não demonstra deter essa formação, nem há uma progressão de sua qualidade ao longo do curso, assim como a competência moral também pareceu não ser afetada positivamente pelo curso. Concluiu-se que há forte influência do vínculo religioso na formação ética e em gênero e sexualidades dos(as) graduandos(as), sobretudo no aspecto de como aderem à religiosidade, sugerindo que essa religiosidade parece ditar o que o sujeito religioso deve ou não incorporar em sua formação inicial para futura atuação profissional, inclusive coibindo sua formação ética, em gênero e sexualidades, de forma consciente ou não. Enquanto não pareceu haver relação entre a qualidade das concepções em gênero e sexualidades e a competência moral no Caso 1, essa relação foi parcial no Caso 2. Porém, em ambos casos, houve forte relação das variáveis curriculares referentes às atividades curriculares, semicurriculares e extracurriculares de formação em gênero e sexualidades com as concepções e a competência moral, de modo a influencia-las positivamente. Assim, os(as) graduandos(as) com um conhecimento mais elaborado sobre gênero e sexualidades não tiveram alta competência moral, mas aqueles(as) que estão envolvidos(as) com, abertos(as) para, sensíveis aos e/ou reconhecem a importância dos temas e da formação em gênero e sexualidades, demonstraram ser altamente competentes moralmente.
This Dissertation deals with a Master's research proposed as a continuation of a previous Scientific Initiation research. At the time, it was investigated whether undergraduate students in Pedagogy at a public university in São Paulo are being prepared to work with sexual and gender diversity in their future professional performance at school, in addition to relating this preparation to their moral formation. Since in this previous research it was inferred that there was neither satisfactory preparation nor moral development and that this was strongly related to the religiosity variable, this present research seeks to deepen these results by expanding the investigation. The expansion was traced in two directions: sampling, with the addition of one more formation course in Pedagogy in the public university context of São Paulo, and of evaluated constructs, now investigating moral competence and, also, adherence to religiosity. With a wider sample, we seek to test the hypothesis reached from the results of the previous research and deepen them, in order to make a comparative analysis of internal and external samples: internal, when comparing the formation of undergraduates from a Pedagogy course that has gender and sexualities as curricular contents (Case 1) and another Pedagogy course that does not have them (Case 2), and external, when comparing the formation of both Pedagogy courses with each other. Therefore, the objective is to investigate the relationship between moral competence, gender and sexualities, and religiosity in the initial public education of São Paulo in Pedagogy of two different courses, with and without gender and sexualities as curricular contents. The methodology outlined, a cross-sectional study of multiple and contrasting cases, is divided into the stages of bibliographic review, for theoretical foundation in the pertinent themes; document analysis, to know what is legally expected from the performance of both professionals; and empirical research, for the collection and analysis of data on the three constructs in the formation process investigated, through a questionnaire, prepared in the previous research and adapted in the present research, and the versions validated in Brazil of the Moral Competence Test extended (MCT_xt) and of the Post-Critical Belief Scale (PCBS). In the document analysis stage, the following documents of the normative legislation of the initial formation in Higher Education were chosen: National Curriculum Guidelines for the undergraduate course in Pedagogy (DCN_Pedagogy), National Plan for Education in Human Rights (PNEDH) and National Guidelines for Education in Human Rights (DNEDH). Also added to this stage was the analysis of the curriculum and the PoliticalPedagogical Project of the two courses participating in the research, in order to assess in detail the possibility of approaching gender and sexualities and ethics in the formation process offered, as well as their place in the course syllabus content. In the empirical research stage, the questionnaire, MCT_xt and PCBS were applied in the two participating courses. Altogether, 317 subjects (N=317) participated in the research, 105 of which were undergraduates in Pedagogy of Case 1 (n=105) and 212 were students of Pedagogy of Case 2 (n=212). The sample included students enrolled in all years of these courses. A comparative triangular analysis was carried out, between the constructs of moral competence, conceptions about gender and sexualities, and form of adherence to religiosity, and internal and external sampling, between two different university environments. The results obtained reiterated previous findings, demonstrating that, in both cases investigated, ethical formation in terms of gender and sexualities remains fragile. Also in both, although there are undergraduates with conceptions about gender and sexualities adequate to subsidize their future professional performance, most of them do not demonstrate that they have this formation, nor is there a progression of their quality throughout the course, as well as moral competence also appeared not to be positively affected by the course. It was concluded that there is a strong influence of the religious bond in the ethical formation and in gender and sexualities of the undergraduates, especially in the aspect of how they adhere to religiosity, suggesting that this religiosity seems to dictate what the religious subject should or should not incorporate in their initial formation for future professional performance, including curbing their ethical formation, in gender and sexualities, consciously or not. While there seemed to be no relationship between the quality of conceptions of gender and sexualities and moral competence in Case 1, this relationship was fragile in Case 2. However, in both cases, there was a strong relationship between curricular variables referring to curricular, semi-curricular and extracurricular activities of formation in gender and sexualities with the concepts and moral competence, in order to positively influence them. Thus, undergraduates with a more elaborate knowledge about gender and sexualities did not have high moral competence, but those who are involved with, open to, sensitive to and/or recognize the importance of themes and formation in gender and sexualities, proved to be highly morally competent.
This Dissertation deals with a Master's research proposed as a continuation of a previous Scientific Initiation research. At the time, it was investigated whether undergraduate students in Pedagogy at a public university in São Paulo are being prepared to work with sexual and gender diversity in their future professional performance at school, in addition to relating this preparation to their moral formation. Since in this previous research it was inferred that there was neither satisfactory preparation nor moral development and that this was strongly related to the religiosity variable, this present research seeks to deepen these results by expanding the investigation. The expansion was traced in two directions: sampling, with the addition of one more formation course in Pedagogy in the public university context of São Paulo, and of evaluated constructs, now investigating moral competence and, also, adherence to religiosity. With a wider sample, we seek to test the hypothesis reached from the results of the previous research and deepen them, in order to make a comparative analysis of internal and external samples: internal, when comparing the formation of undergraduates from a Pedagogy course that has gender and sexualities as curricular contents (Case 1) and another Pedagogy course that does not have them (Case 2), and external, when comparing the formation of both Pedagogy courses with each other. Therefore, the objective is to investigate the relationship between moral competence, gender and sexualities, and religiosity in the initial public education of São Paulo in Pedagogy of two different courses, with and without gender and sexualities as curricular contents. The methodology outlined, a cross-sectional study of multiple and contrasting cases, is divided into the stages of bibliographic review, for theoretical foundation in the pertinent themes; document analysis, to know what is legally expected from the performance of both professionals; and empirical research, for the collection and analysis of data on the three constructs in the formation process investigated, through a questionnaire, prepared in the previous research and adapted in the present research, and the versions validated in Brazil of the Moral Competence Test extended (MCT_xt) and of the Post-Critical Belief Scale (PCBS). In the document analysis stage, the following documents of the normative legislation of the initial formation in Higher Education were chosen: National Curriculum Guidelines for the undergraduate course in Pedagogy (DCN_Pedagogy), National Plan for Education in Human Rights (PNEDH) and National Guidelines for Education in Human Rights (DNEDH). Also added to this stage was the analysis of the curriculum and the PoliticalPedagogical Project of the two courses participating in the research, in order to assess in detail the possibility of approaching gender and sexualities and ethics in the formation process offered, as well as their place in the course syllabus content. In the empirical research stage, the questionnaire, MCT_xt and PCBS were applied in the two participating courses. Altogether, 317 subjects (N=317) participated in the research, 105 of which were undergraduates in Pedagogy of Case 1 (n=105) and 212 were students of Pedagogy of Case 2 (n=212). The sample included students enrolled in all years of these courses. A comparative triangular analysis was carried out, between the constructs of moral competence, conceptions about gender and sexualities, and form of adherence to religiosity, and internal and external sampling, between two different university environments. The results obtained reiterated previous findings, demonstrating that, in both cases investigated, ethical formation in terms of gender and sexualities remains fragile. Also in both, although there are undergraduates with conceptions about gender and sexualities adequate to subsidize their future professional performance, most of them do not demonstrate that they have this formation, nor is there a progression of their quality throughout the course, as well as moral competence also appeared not to be positively affected by the course. It was concluded that there is a strong influence of the religious bond in the ethical formation and in gender and sexualities of the undergraduates, especially in the aspect of how they adhere to religiosity, suggesting that this religiosity seems to dictate what the religious subject should or should not incorporate in their initial formation for future professional performance, including curbing their ethical formation, in gender and sexualities, consciously or not. While there seemed to be no relationship between the quality of conceptions of gender and sexualities and moral competence in Case 1, this relationship was fragile in Case 2. However, in both cases, there was a strong relationship between curricular variables referring to curricular, semi-curricular and extracurricular activities of formation in gender and sexualities with the concepts and moral competence, in order to positively influence them. Thus, undergraduates with a more elaborate knowledge about gender and sexualities did not have high moral competence, but those who are involved with, open to, sensitive to and/or recognize the importance of themes and formation in gender and sexualities, proved to be highly morally competent.
Descrição
Palavras-chave
Educação, Competência moral, Gênero e sexualidades, Religiosidade, Pedagogia, Education, Moral competence, Gender and sexualities, Religiousness, Pedagogy
Como citar
SILVA, Matheus Estevão Ferreira da. Competência moral, gênero e sexualidades, e religiosidade na formação inicial pública paulista em pedagogia. Universidade Estadual Paulista (Unesp), 2022.