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A Associação Movimentista Escola Sem Partido na cruzada antigênero: análise de sua militância no Instagram
(Universidade Federal de São Carlos, 2022-08-04) Paolin, Mariana Monti; Souza, André Ricardo de; https://lattes.cnpq.br/7016915324466152; https://lattes.cnpq.br/8619994850028551
In recent decades, given the expansion of human rights involving gender and sexuality in different parts of the world, there has been an effervescence of movements and reactions that have been in opposition, both to the theories of gender developed in the academic field since the 20th century, as well as to to advances in feminist and LGBTQIA+ activism. Aiming at the defense of the "natural family", the anti-gender discourse, recognized by the phrase "gender ideology". In this context, the movement association Escola Sem Partido (ESP) gains centrality in the Brazilian scenario, given its ability to bring together different sectors of civil society around the single agenda of combating “gender ideology”, which its supporters consider a threat to society. family, morality, Christian principles and, consequently, society as a whole. His militancy took place mainly, but not exclusively, in social networks, used as a space for propaganda and dissemination of his principles, values and worldview. Thus, this dissertation aimed to analyze the way in which the anti-gender discourse was appropriated and disseminated by ESP from its posts in the Instagram between 2016 and 2020. For this, a systematic collection and analysis of data from this social network was carried out, focusing on the posted images and interpretation of their captions, using the categorical content analysis method.
O papel de um grupo colaborativo no desenvolvimento profissional docente de professoras dos anos iniciais
(Universidade Federal de São Carlos, 2022-08-04) Fonseca, Celestina Cruz Pedroni; Santos Junior, João Batista dos; https://lattes.cnpq.br/5615071332323472; https://lattes.cnpq.br/3236261244149205
This dissertation was developed in a collaborative group with teachers from the early years of a municipal school in Sorocaba/SP, in the years 2020 to 2021. This research aims to verify the reflection on the collaborative culture, breaking with professional isolation by facilitating a space to disseminate this process, having the teacher as the protagonist to identify their training needs for their professional development. We use two devices to locate and analyze how a collaborative group is formed and constituted; we aim, therefore, to map the collaborative profiles found in this group and to establish the characteristics that facilitate the process, as well as to identify the dimensions of professional development experienced by these professors, that is, the profiles and collaborative stages of the professors based on their interactions whose background background was to discuss the implementation of scientific literacy in the classroom in the early years. The methodological approach was the participatory research, during two semesters, organized in 18 virtual meetings, all recorded and transcribed for the organization of the analysis categories that, initially, point out collaborative and engagement profiles within the group, indicating that the group training proposal collaborative approach has provided teachers with the challenge of reflecting the teaching culture, their own praxis and the process of professional development of teachers. Thus, we intend to point out how a collaborative group, properly constituted, can be an enriching tool capable of stimulating thinking, acting and solving problems, of creating perspectives of successful experiences related to the pedagogical routine, favoring reflection and change of praxis through collaborative culture.