Projetando Contos de Fadas Didáticos Inclusivos de Gênero: Uma Investigação Empírica de 54 Textos de Contos Originais
DOI:
https://doi.org/10.7346/-fei-XXIII-03-25_10Palavras-chave:
Contos de Fadas Didáticos, Inclusividade de Gênero, Estereótipos de Gênero, Ferramenta Voyant, Análise de ConteúdoResumo
Para evitar a transmissão inconsciente de modelos rígidos de papéis masculinos e femininos em suas primeiras abordagens de leitura compartilhada, educadores e professores devem ser providos com os recursos adequados para reconhecer e corrigir preconceitos e estereótipos de gênero, que podem passar despercebidos, apoiados latentes através do "currículo oculto". O melhor cenário é quando um educador ou professor projeta contos para crianças, promovendo contra-narrativas contra a trivialização do que significa ser "masculino" ou "feminino". Através da análise de conteúdo, analisamos os textos de 54 contos de fadas inclusivos originais, referindo-se a uma lista de verificação criada para identificar e filtrar detalhes de gênero, transmitidos através de categorias lexicais (principalmente verbos e adjetivos), para avaliar estatisticamente o nível de estereotipação. Os resultados da pesquisa mostram a importância de integrar a promoção da igualdade de gênero através da cuidadosa seleção, se não a escrita, de narrativas inclusivas em ambientes escolares.
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