Avaliação de uma Intervenção Formativa em Sexualidade e Gênero para Professoras de Educação Infantil

Blankenheim, Thais; Pizzinato, Adolfo; Costa, Ângelo Brandelli

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Sumário

School and Educational Psychology • Paidéia (Ribeirão Preto) 32 • 2022 • https://doi.org/10.1590/1982-4327e3216 copiar

Avaliação de uma Intervenção Formativa em Sexualidade e Gênero para Professoras de Educação Infantil

Autoria SCIMAGO INSTITUTIONS RANKINGS

Resumo

As temáticas de sexualidade e gênero devem ser trabalhadas em todas as etapas da escolarização. Contudo, verifica-se certa invisibilidade no contexto da infância e uma carência de trabalhos com educadores/as. O objetivo deste estudo foi avaliar a eficácia de uma intervenção formativa em sexualidade e gênero para professoras/es de Educação Infantil, em relação ao nível de preconceito e de atitudes relacionadas à diversidade sexual e de gênero, aos papéis de gênero e às competências educacionais para trabalhar com estudantes LGBT. Trinta e sete professoras/es participaram. Foram realizadas estatísticas descritivas, análises bivariadas na forma de testes paramétricos (testes t de amostras pareadas) e uma análise temática. A intervenção foi avaliada de maneira positiva, o nível de preconceito reduziu significativamente e houve um imediato efeito em relação à aplicação dos conhecimentos. Sugerimos o desenvolvimento de intervenções sobre manifestações sutis de preconceito à diversidade sexual e aos papéis de gênero.

Palavras-chave:
sexualidade; gênero; educação infantil; preconceito

Module	Educational component	Methodology
Basic concepts	Sexuality, gender, child development	Exhibition material for reading, explanatory video on sexuality and asynchronous forum activity
Education in sexuality and gender	Education in sexuality and gender and the role of the school	Exhibition material for reading and asynchronous forum activity
Good practices in educational interventions	Interventions in situations related to sexuality and gender in child development, prevention of sexual abuse and violence, and family diversity	Exhibition material for reading, composed of educational scenarios and their possible resolutions and asynchronous forum activity
Final project	Intervention project	Autonomous and active task of preparation and writing of intervention project

Variables	n	Pre		Post		t	d	p
Variables	n	M	SD	M	SD	t	d	p
Sexual and Gender Diversity Prejudice Scale	37	1.19	0.24	1.11	0.20	3.17	0.36	0.01
Multidimensional Scale of Attitudes towards Lesbians and Gays - pathologizing queer people	37	1.10	0.36	1.07	0.22	0.43	0.05	0.67
Multidimensional Scale of Attitudes towards Lesbians and Gay men - Modern Heterosexism	37	1.51	0.44	1.52	0.44	-0.18	0.02	0.85
Gender Roles Attitudes Scale	35	1.19	0.24	1.18	0.24	0.11	0.04	0.91

Items	n	Pre		Post		t	d	p
Items	n	M	SD	M	SD	t	d	p
1. I am aware of institutional barriers that could inhibit transgender people’s access to schools.	35	5.23	2.20	4.86	2.46	0.96	0.15	0.34
2. I am aware of the existence of institutional barriers that could inhibit access for LGBQIA+ people to schools.	33	5.21	2.12	4.82	2.42	1.09	0.17	0.28
3. I would feel unprepared to talk to an LGBTIA+ student about topics related to their sexual orientation or gender identity.	28	3.86	2.17	3.04	2.03	2.41	0.39	0.02
4. I have received educational training to work with transgender students.	29	2.31	1.75	3.55	1.94	-3.21	0.67	0.01
5. I have received educational training to work with LGBQIA+ students.	29	2.52	1.94	3.62	2.14	-2.39	0.53	0.02
6. I would feel morally upset if I worked with an LGBTIA+ student.	22	1.23	0.69	1.41	1.33	-0.56	0.16	0.58

Items	n	I neither agree nor disagree	I partially agree	I completely agree
1. I often use what I was taught in training in my current work.	35	5.71	31.43	62.86
2. I take advantage of the opportunities I have to put into practice what I have been taught in training.	36	-	19.44	80.56
3. The skills I learned in training lead me to make fewer mistakes in my work and in activities related to the content of the training.	32	6.25	9.38	84.38
4. I remember well the content taught in the activity.	37	-	24.52	75.68
5. When I apply what I learned in the activity, I work faster.	32	15.63	21.88	62.50
6. The quality of my work improved in the activities directly related to the content of the training.	34	2.94	14.71	82.35
7. The quality of my work improved even in those activities that did not seem to be related to the content of the training.	35	5.71	22.86	71.43
8. My participation in the training served to increase my motivation for the job.	36	2.78	11.11	86.11
9. My participation in this training increased my self-confidence (I now have more confidence in my ability to perform my work successfully).	35	2.86	22.86	74.29
10. After my participation in the activity, I have suggested changes in work routines more often.	30	16.67	26.67	56.67
11. This training I have done has made me more receptive to changes in work.	32	9.38	18.75	71.88
12. My training benefited my co-workers, who learned from me some new skills.	30	16.67	26.67	56.67

Universidade de São Paulo, Faculdade de Filosofia Ciências e Letras de Ribeirão Preto, Programa de Pós-Graduação em Psicologia Av.Bandeirantes 3900 - Monte Alegre, 14040-901 Ribeirão Preto - São Paulo - Brasil, Tel.: (55 16) 3315-3829 - Ribeirão Preto - SP - Brazil
E-mail: paideia@usp.br

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[1] Correspondence address: Thais Blankenheim. Pontifícia Universidade Católica do Rio Grande do Sul. Av. Ipiranga, 6681 - Partenon, Porto Alegre-RS, Brazil. CEP 90.619-900. E-mail: thaisblankenheim@hotmail.com