Conception de Contes de Fées Didactiques Inclusifs de Genre: Une Enquête Empirique sur 54 Textes de Contes Originaux
DOI :
https://doi.org/10.7346/-fei-XXIII-03-25_10Mots-clés :
Contes de Fées Didactiques, Inclusivité de Genre, Stéréotypes de Genre, Outil Voyant, Analyse de ContenuRésumé
Pour éviter la transmission inconsciente de modèles de rôles masculins et féminins rigides dans leurs premières approches de la lecture partagée, les éducateurs et les enseignants doivent être dotés des ressources appropriées pour reconnaître et corriger les préjugés et stéréotypes de genre, qui peuvent passer inaperçus, soutenus latents par le "curriculum caché". Le meilleur scénario est lorsque un éducateur ou un enseignant conçoit des contes pour enfants, promouvant des contre-narrations contre la banalisation de ce que signifie être "masculin" ou "féminin". Par le biais de l'analyse de contenu, nous avons analysé les textes de 54 contes de fées inclusifs originaux, en nous référant à une liste de contrôle créée pour identifier et filtrer les détails de genre, véhiculés par des catégories lexicales (principalement des verbes et des adjectifs), pour évaluer statistiquement le niveau de stéréotypage. Les résultats de l'enquête montrent l'importance d'intégrer la promotion de l'égalité des genres par le biais de la sélection soignée, sinon de l'écriture, de récits inclusifs dans les milieux scolaires.
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