Abstract
Abstract Gender studies on childhood imply the use of tools that, if elaborated in another country, they need to be translated and culturally adapted to Brazilian Portuguese. Objectives: To translate and adapt Cuban Spanish versions of the Encuesta de constatación y reflexión del sexismo en el ámbito escolar, and the Cuestionário auto-administrado de constatación y reflexión del sexismo en el ámbito escolar. Method: A qualitative and methodological study was developed with 37 experts (15 teachers of elementary school and 22 healthcare professionals on child health) from the Brazilian cities (Rio de Janeiro, Macaé, Itajaí, Porto Alegre) and Cuban (Habana). Results: Nine original questions of original tools were modified and adapted to the language, culture and elementary Brazilian education system. It was necessary to split the first tool into two separate parts (classroom and break) for facilitating its application by observers. Conclusion: Changes improved the deepness, consistency of observations among observers and introduced more specificity to final versions of tools for further applications on nursing and education studies.
Highlights
The understanding of gender as a socially constructed concept is due to the ontological belief in which is structured in values that characterize male and female social patterns in order to determine what men and women can perform in society.[1,2] Such values are conveyed intergenerationally, and are reflected as in the socialization as in the children education
A qualitative and methodological study was developed with 37 experts (15 teachers of elementary school and 22 healthcare professionals on child health) from the Brazilian cities (Rio de Janeiro, Macaé, Itajaí, Porto Alegre) and Cuban (Habana)
The goals set were to translate and adapt the Cuban version of Encuesta de constatación y reflexión del sexismo en el ámbito escolar and Cuestionário auto-administrado de constatación y reflexión del sexismo en el ámbito escolar. This methodological article corresponds to the first objective goal of the extensionist research-action on constructing and promoting health of children at school, that has been being developed in three Brazilian municipalities belonging to the southeast (Rio de Janeiro-RJ), central-west region (Jataí-GO), and south (Porto Alegre-RS)
Summary
The understanding of gender as a socially constructed concept is due to the ontological belief in which is structured in values that characterize male and female social patterns in order to determine what men and women can perform in society.[1,2] Such values are conveyed intergenerationally, and are reflected as in the socialization as in the children education. The School can promote splits and introduce new mindsets from the moment in which the child has the opportunity to live in partners under the guidance of teachers and pedagogical projects oriented by equity of gender and social justice.[3,4]. There is a need to see the School as an institution capable of aligning new cultural references, given that ideologies do not arise in people spontaneously. It is one of the institutions of society promoting and introducing policies, and practices for social inclusion. Researches and publications on gender, and schooling show that institutionalization of ideas and concepts in relation to gender, reinforces the means through which gender differences are believed to be right.This process can be identified in policies, priorities and schooling practices, in different levels of education.[5,6]
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