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A representação da diversidade sexual e de género nos recursos pedagógicos : as perspetivas de estudantes e de docentes do ensino secundário
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A investigação tem evidenciado a ausência de representação da diversidade sexual e de género nos manuais escolares, nos quais predomina uma visão heteronormativa e binária marcada pela sobrerepresentação masculina, reforçando a invisibilidade e o tokenismo enquanto fenómenos recorrentes que contribuem para comprometer a inclusão. O presente estudo, de carácter qualitativo, explora as perceções de docentes e estudantes do ensino secundário face à representação da diversidade sexual e de género nos recursos pedagógicos. Este estudo centrou-se nas perspetivas de 23 participantes através de cinco grupos de discussão focalizada, dos quais 9 docentes de dois contextos escolares distintos e 14 estudantes de três contextos escolares distintos. Foi ainda utilizada uma Checklist de recursos pedagógicos direcionada ao corpo docente. Verificou-se uma representação limitada da diversidade sexual e de género nos recursos pedagógicos, pelo que, quando esta diversidade é representada, surge de forma superficial e isolada. Em parte, docentes e estudantes reconhecem a importância da representação da diversidade sexual e de género, ainda que estejam presentes lacunas face ao conhecimento conceptual destas temáticas. Verifica-se ainda uma elevada dependência da iniciativa individual do corpo docente para dar resposta a esta ausência, surgindo a atualização dos recursos, a formação e o tempo enquanto fatores críticos para a promoção da representação da diversidade sexual e de género nos recursos pedagógicos.
Research has highlighted the lack of representation of sexual and gender diversity in school textbooks, which are dominated by a heteronormative and binary view marked by male overrepresentation, reinforcing invisibility and tokenism as recurring phenomena that contribute to compromising inclusive education. This qualitative study explores the perceptions of high school teachers and students regarding the representation of sexual and gender diversity in pedagogical resources. This study focused on the perspectives of 23 participants through five focus groups, including 9 teachers from two different school contexts and 14 students from three different school contexts. A Checklist of pedagogical resources aimed at teachers was also used. It was understood that there was a limited representation of sexual and gender diversity in pedagogical resources, and when this diversity is represented, it appears superficially and in isolation. In part, teachers and students recognize the importance of representing sexual and gender diversity, although there are gaps in conceptual knowledge of these topics. There is also a high dependence on the individual initiative of teaching staff to respond to this lack, with updating resources, training and time emerging as critical factors for promoting the representation of sexual and gender diversity in pedagogical resources.
Research has highlighted the lack of representation of sexual and gender diversity in school textbooks, which are dominated by a heteronormative and binary view marked by male overrepresentation, reinforcing invisibility and tokenism as recurring phenomena that contribute to compromising inclusive education. This qualitative study explores the perceptions of high school teachers and students regarding the representation of sexual and gender diversity in pedagogical resources. This study focused on the perspectives of 23 participants through five focus groups, including 9 teachers from two different school contexts and 14 students from three different school contexts. A Checklist of pedagogical resources aimed at teachers was also used. It was understood that there was a limited representation of sexual and gender diversity in pedagogical resources, and when this diversity is represented, it appears superficially and in isolation. In part, teachers and students recognize the importance of representing sexual and gender diversity, although there are gaps in conceptual knowledge of these topics. There is also a high dependence on the individual initiative of teaching staff to respond to this lack, with updating resources, training and time emerging as critical factors for promoting the representation of sexual and gender diversity in pedagogical resources.
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Representação Diversidade sexual e de género Perceções de docentes e estudantes Ensino secundário Representation Sexual and gender diversity Perceptions of teachers and students High school
Contexto Educativo
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Licença CC
Sem licença CC