Gender and Teacher Training: contributions of a pedagogical intervention process

Abstract

The objective of this paper is to demonstrate some social representations of gender presented by professors and teachers of 5th and 6th grades in a public school in the city of Sarandi/PR. For this, it poses the following questions: What are teachers’ social representations in relation to gender? and Can this concept be extended and reorganized by a pedagogical intervention? A pedagogical intervention was then carried out, with group discussions, in order to rethink gender in a socio-historical context. The teachers’ verbalizations during the educational intervention were used as a source of data. This analysis takes the form of a participatory action research, as it considers research as a tool for (re)building knowledge. The results of this article indicate a shift of opinions and defi nitions of the concept of gender presented by the teachers, following a process of pedagogical intervention. It is believed that these results reveal a need for further discussion of gender in the school environment.