THE GENDER PERSPECTIVE IN TEACHER TRAINING:

for a pedagogical practice that educates for equity

DOI:

https://doi.org/10.17564/2316-3828.2023v12n1p334-344

Authors

  • Vanessa Maria de Oliveira Borges Universidade do Estado da Bahia

Published

2023-09-15

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Issue

Vol. 12 No. 1 (2023): Fluxo Contínuo

Section

Artigos

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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.

How to Cite

de Oliveira Borges, V. M. (2023). THE GENDER PERSPECTIVE IN TEACHER TRAINING: : for a pedagogical practice that educates for equity. Interfaces Científicas - Educação, 12(1), 334–344. https://doi.org/10.17564/2316-3828.2023v12n1p334-344