| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 517.73 KB | Adobe PDF |
Orientador(es)
Resumo(s)
Persistem, nas escolas, situações de preconceito e discriminação relacionadas com a identidade de género e orientação sexual, o que tem impacto negativo na vida das pessoas. É fundamental que as escolas sejam um espaço acolhedor e seguro para todos/as os/as alunos/as, considerando a sua identidade de género e/ou orientação sexual. Com efeito, as escolas devem garantir que os/as profissionais conhecem a diversidade sexual e de género e adotam práticas inclusivas consonantes. As representações sociais dos/as professores/as em relação à diversidade, e em especial em relação à diversidade sexual e de género, poderão influenciar as suas atitudes e práticas. O objetivo deste estudo foi conhecer as representações sociais de professores/as sobre a diversidade sexual e de género bem como as suas atitudes e práticas. Foram entrevistadas 6 professoras com uso de vinhetas para elicitar respostas acerca da diversidade sexual e de género nas escolas. As professoras apresentaram representações positivas de aceitação, empatia, inclusão e não discriminação, que refletem a sua disposição em criar um ambiente escolar acolhedor e seguro para todos/as os/as alunos/as. Ainda assim, parecem também apresentar preconceitos subtis e, frequentemente atribuíveis à falta de preparação e insegurança percebida. Com efeito, verifica-se uma certa dualidade entre representações positivas e negativas, refletindo tanto desafios quanto oportunidades para a criação de ambientes educacionais inclusivos. As representações sociais apresentadas parecem convergir com as atitudes, preocupações e sentimentos das professoras entrevistadas. Destes resultados derivam-se implicações relacionadas com a necessidade desenvolvimento profissional dos/as docentes sobre temas bem como uma intensificação de práticas de escola que contemplem a maior visibilidade e representação de pessoas LGBTI+.
In schools, situations of prejudice and discrimination related to gender identity and sexual orientation persist, negatively impacting people's lives. It is crucial that schools become welcoming and safe spaces for all students, considering their gender identity and/or sexual orientation. Therefore, schools must ensure that professionals are knowledgeable about sexual and gender diversity and adopt inclusive practices accordingly. The social representations of teachers regarding diversity, particularly sexual and gender diversity, can influence their attitudes and practices. The objective of this study was to explore teachers' social representations of sexual and gender diversity, as well as their attitudes and practices. Six teachers were interviewed using vignettes to elicit responses regarding sexual and gender diversity in schools. The teachers exhibited positive representations of acceptance, empathy, inclusion, and non-discrimination, reflecting their willingness to create a welcoming and safe school environment for all students. However, they also demonstrated subtle prejudices, often attributable to lack of preparation and perceived insecurity. As a result, there appears to be a dualism between positive and negative representations, reflecting both challenges and opportunities for creating inclusive educational environments. The social representations presented appear to align with the attitudes, concerns, and feelings of the interviewed teachers. From these findings, implications arise concerning the need for professional development among teachers on these issues, as well as the intensification of school practices that promote greater visibility and representation of LGBTI+ individuals.
In schools, situations of prejudice and discrimination related to gender identity and sexual orientation persist, negatively impacting people's lives. It is crucial that schools become welcoming and safe spaces for all students, considering their gender identity and/or sexual orientation. Therefore, schools must ensure that professionals are knowledgeable about sexual and gender diversity and adopt inclusive practices accordingly. The social representations of teachers regarding diversity, particularly sexual and gender diversity, can influence their attitudes and practices. The objective of this study was to explore teachers' social representations of sexual and gender diversity, as well as their attitudes and practices. Six teachers were interviewed using vignettes to elicit responses regarding sexual and gender diversity in schools. The teachers exhibited positive representations of acceptance, empathy, inclusion, and non-discrimination, reflecting their willingness to create a welcoming and safe school environment for all students. However, they also demonstrated subtle prejudices, often attributable to lack of preparation and perceived insecurity. As a result, there appears to be a dualism between positive and negative representations, reflecting both challenges and opportunities for creating inclusive educational environments. The social representations presented appear to align with the attitudes, concerns, and feelings of the interviewed teachers. From these findings, implications arise concerning the need for professional development among teachers on these issues, as well as the intensification of school practices that promote greater visibility and representation of LGBTI+ individuals.
Descrição
Palavras-chave
LGBTI+ Educação inclusiva Professores Representações sociais Inclusive education Teachers Social representations