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Facetas da relação família-escola: a representação das famílias nos livros didáticos
(Universidade Federal de São Carlos, 2024-01-28) Rech, Marcela Eduarda Farias; Almeida, Luana Costa; https://lattes.cnpq.br/4647168712265513; https://orcid.org/0000-0003-0664-6796; https://lattes.cnpq.br/6359703211071894; https://orcid.org/0000-0003-0664-6796
The family is not a natural phenomenon. As a human construct, its delineation and understanding are mutable. Increasingly diversified, the so-called "family models" differ in their configurations and functioning, which is why it is important to understand and analyze how the family has been approached in schools. In the search for evidence of its approach, the analysis of adopted textbooks seems promising, considering that it reveals part of the content developed in the schooling process. Present in schools since the mid-1980s, distributed free of charge by the National Textbook Program - PNLD, the use of the material is an significant indicator of the content developed in classrooms. From this perspective, this article presents the course and results of the investigation developed from the documentary analysis of textbooks from the early years of Elementary School in two municipal schools in São Carlos/SP. The objective was to analyze how the family has been approached and represented, both verbally and visually, in the textbooks. The analysis reveals that the representations in images and texts related to families and gender roles largely reinforce historically consolidated stereotypes. However, there is an openness to a significant increase in the representation of the father figure as also responsible for household and childcare, and, although timid, the presence of other family models beyond the traditional one.
Pelas histórias de quem vive: pela escuta de quem conta
(Universidade Federal de São Carlos, 2024-01-28) Giampaolo, Rafael; Silva, Carla Regina; https://lattes.cnpq.br/6417501858864106; https://orcid.org/0000-0002-7079-8340; https://lattes.cnpq.br/4134827174480735; https://orcid.org/0009-0009-5095-1828
This manuscript presents the Final Course Paper in which an in-depth analysis of the data constructed in the first author's master's research, under the guidance of the second author, was conducted. Thus, this article aims to present the experiences shared by Flora (a fictional name), a participant in the dissertation, as a successful and resistant experience in public school. The object of this research is the daily work of teachers in the basic education system, with the goal of understanding teachers' views on their own work, as well as the demands and roles attributed to them by school management and the community. To achieve this, through qualitative research, we collected data using two main techniques: semi-structured interviews and captioned photos. In this article, we present the data from one participant in light of the discussed references, proposing a reflection on photovoice as a way of producing historical sources, considering the perspective of microhistory and everyday life. We emphasize the potential of these methods as engaged research tools committed to the dialogical process with participants, such as listening, recording, and materializing their stories. Segments of semi-structured interview and photographs produced under the visual photovoice methodology were analyzed. From the considerations, we conclude that photovoice was a powerful tool for recording and materializing unique experiences and narratives about oneself in collectively shared daily routines. In this sense, it was possible to perceive and raise questions for photographic production as a historical source of a micro history of education, whose nuances and subtleties escape the evaluative models based on the performative model that structures what is called "quality" in education.