THE GENDER PERSPECTIVE IN TEACHER TRAINING:
for a pedagogical practice that educates for equity
DOI:
https://doi.org/10.17564/2316-3828.2023v12n1p334-344
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A Revista oferece acesso livre e imediato ao seu conteúdo, seguindo o princípio de que disponibilizar gratuitamente o conhecimento científico contribui para a democratização do saber. Assume-se que, ao submeter um artigo, o(a) autor(a) se reconhece como detentor(a) do direito autoral sobre ele e autoriza seu livre uso pelos leitores, podendo ser, além de lido, baixado, copiado, distribuído e impresso.Abstract
This article proposes to reflect on the importance of teacher training processes, with a focus on earlier training in pedagogy, in order to avoid reproducting stereotypes and prejudices related to gender categories, enabling teachers to educate boys and girls to overcome differences and not to conform to the maintenance of unequal social roles. Thus, the main objective of this investigation is to identify how the inclusion of a gender perspective in teacher education can contribute to an emancipatory and non-discriminatory education. To achieve this objective, the research was structured from qualitative criteria and was based on a bibliographic survey and subsequent application of a questionnaire with objective and subjective questions on the subject, so the students of the Pedagogy course at Centro Universitário Jorge Amado (BA) could freely narrate their experiences about gender perspectives on their education in pedagogy.
