ROMEOS IN LOCKDOWN - ONE YEAR ON

We worked with the fact that, nowadays, the majority of teachers in schools are female, so the aim of our research became to assess the general state of mental hygiene in female teachers, and its causal relations. In this study we presented the may-sided, diversified roots of the research, based on positive, Jungian and personal psychology, educational researches on teachers personality, gender issues in education. We also exhibited the connected studies on stress and burn out mostly in connection to teachers and the field of education. The research has a specific focus on female teachers' mental hygiene states in connection with their developing professional and female identity. We pointed out some connections of our main points of examination and the Finnish teacher training practice, too. As a main hypothesis we presume that just a certain group of female teachers are in a state of fragile mental hygiene. In the detailed hypotheses we are looking for evidence that the mental hygiene state shows differences between certain groups among female teachers. The best way for examination appeared to be by using two validated (MBI-ES, LOT-R) and two personal creating questionnaires (BÉIK, SzSzK, only in Hungarian), as a comparative survey. On the whole, our starting assumption has been proved, that female teachers' mental hygiene state in our meaning the level of burnout and psychological well-being are in connection with the level of the elaboration of their professional and female identity.

O debate das questões de gênero na educação: uma análise da política educacional brasileira

O presente trabalho tem como objetivo problematizar a discussão de gênero na educação, mais especificamente, nos documentos que norteiam a política educacional brasileira, de maneira a compreender como tal questão vem sendo discutida e apresentada nos textos oficiais. Neste movimento, será possível examinar em que medida tais documentos promovem a discussão acerca da temática de gênero, refletindo, assim, aspectos inerentes aos seus avanços, limites e desafios. A título de metodologia, primeiramente, foi realizado um levantamento da documentação oficial acerca do sistema educacional brasileiro, tanto no âmbito da estruturação quanto no âmbito das recomendações de conteúdos a serem abordados nas disciplinas escolares. Posteriormente, por intermédio da perspectiva teórica da análise crítica, mapeou-se a utilização do termo “gênero” nestes documentos, a saber: a Lei de Diretrizes e Bases da Educação Nacional, os Parâmetros Curriculares Nacionais, os Novos Parâmetros Curriculares Nacionais, o Plano Nacional de Educação e a Base Nacional Comum Curricular. As conclusões apontam para o ainda tímido desenvolvimento do tema em âmbito escolar, principalmente em decorrência de conluios de grupos políticos que defendem moralmente a não divulgação científica dos conteúdos e discussões relativas à temática de gênero colocando-os de lado dentro de uma hierarquia do conhecimento, delegando-o a ser tratado em sala de aula somente quando for possível, ou então abordando essa (e tantas outras temáticas) em eventos culturais etc.Palavras-chave: Gênero. Política Educacional. Política Pública.The debate on gender issues in education: an analysis of brazilian educational policyABSTRACTThe present work aims to problematize the discussion of gender in education, more specifically, in the documents that guide the Brazilian educational policy, in order to understand how this issue has been discussed and presented in the official texts. In this movement, it will be possible to examine the extent to which such documents promote the discussion on the theme of gender, thus reflecting aspects inherent to its advances, limits and challenges. As a methodology, firstly, a survey of the official documentation about the Brazilian educational system was carried out, both in terms of structuring and in terms of recommendations for content to be addressed in school subjects. Subsequently, through the theoretical perspective of critical analysis, the use of the term “gender” in these documents was mapped, namely: the Law of National Education Guidelines and Bases, the National Curriculum Parameters, the New National Curriculum Parameters, the Plan National Education and the Common National Curriculum Base. The conclusions point to the still timid development of the topic at school, mainly due to collusions of political groups that morally defend the non-scientific dissemination of the contents and discussions related to the gender theme, putting them aside within a hierarchy of knowledge, delegating it to be treated in the classroom only when possible, or else addressing this (and so many other topics) at cultural events, etc.Keywords: Gender. Educational Policy. Public Policies.El debate sobre cuestiones de género en la educación: un análisis de la política educativa brasileñaRESUMENEl presnte trabajo tiene como objetivo problematizar la discusión de género en la educación, más específicamente, en los documentos que orientan la política educativa brasileña, para comprender cómo este tema ha sido discutido y presentado en los textos oficiales. En este movimiento se podrá examinar en qué medida dichos documentos promueven la discusión sobre el tema de género, reflejando así aspectos inherentes a sus avances, límites y desafíos. Como metodología, en primer lugar, se realizó un relevamiento de la documentación oficial sobre el sistema educativo brasileño, tanto en términos de estructuración como en términos de recomendaciones de contenidos a abordar en las asignaturas escolares. Posteriormente, a través de la perspectiva teórica del análisis crítico, se mapeó el uso del término “género” en estos documentos, a saber: la Ley de Lineamientos y Bases de la Educación Nacional, los Parámetros del Currículo Nacional, los Parámetros del Nuevo Currículo Nacional, el Plan Nacional de Educación y la Base Curricular Nacional Común. Las conclusiones apuntan al aún tímido desarrollo de la temática en el ámbito escolar, principalmente por connivencia de grupos políticos que defienden moralmente la difusión no científica de los contenidos y discusiones relacionados con la temática de género, dejándolos a un lado dentro de una jerarquía de saberes. , delegarlo para que sea tratado en el aula solo cuando sea posible, o bien abordar este (y tantos otros temas) en eventos culturales, etc.Palabras clave: Género. Política Educativa. Política Pública

Research on Hungarian Female Teachers' Mental Hygiene State With Special Regard to the Development of their Professional and Female Identity

We worked with the fact that, nowadays, the majority of teachers in schools are female, so the aim of our research became to assess the general state of mental hygiene in female teachers, and its causal relations. In this study we presented the may-sided, diversified roots of the research, based on positive, Jungian and personal psychology, educational researches on teachers personality, gender issues in education. We also exhibited the connected studies on stress and burn out mostly in connection to teachers and the field of education. The research has a specific focus on female teachers' mental hygiene states in connection with their developing professional and female identity. We pointed out some connections of our main points of examination and the Finnish teacher training practice, too. As a main hypothesis we presume that just a certain group of female teachers are in a state of fragile mental hygiene. In the detailed hypotheses we are looking for evidence that the mental hygiene state shows differences between certain groups among female teachers. The best way for examination appeared to be by using two validated (MBI-ES, LOT-R) and two personal creating questionnaires (BÉIK, SzSzK, only in Hungarian), as a comparative survey. On the whole, our starting assumption has been proved, that female teachers' mental hygiene state in our meaning the level of burnout and psychological well-being are in connection with the level of the elaboration of their professional and female identity.

O QUE PODE UM CORPO DRAG QUEEN? SENTIDOS OUTROS PARA A PESQUISA DE QUESTÕES DE GÊNERO NA EDUCAÇÃO

Resumo: Não se cria um corpo dragqueen sem intencionalidade e sem uma epistemologia. O trajeto metodológico da criação desse corpo parte de uma inquietação, que se desdobra no intuir e sentir. A montaria do corpo dragqueen produz um novo sentido de estar no mundo. Assim também o faz a pesquisa de questões de gênero na educação, que rompe com paradigmas cartesianos, apresentando possibilidades outras de fazer ciência e de conceber as pessoas. É objetivo geral desta pesquisa analisar as principais convergências epistemológicas e metodológicas que emergemda montaria do corpodragqueen e a pesquisa de questões de gênero, na educação. Metodologicamente, trata-se de uma revisão de literatura, com fins exploratório e explicativo. A análise das convergências entre a montaria do corpo dragqueen e da pesquisa de questões de gênero, na educação,aponta para a necessidade de construções metodológico-epistêmicas que transgridam o sensocartesiano e a racionalidade positivista. Palavras-chave:Corpo. Epistemologia. Gênero. Educação. Abstract: One does not create a drag queen body without intentionality and without an epistemology. The methodological path of the creation of this body starts from a restlessness, which unfolds in intuition and feeling. The drag queen body mount produces a new sense of being in the world. So does the research of gender issues in education, which breaks with Cartesian paradigms, presenting other possibilities of doing science and conceiving people. It is the general objective of this research to analyze the main epistemological and methodological convergences that emerge from the drag queen body and the research of gender issues in education. Methodologically, this is a literature review, with exploratory and explanatory purposes. The analysis of the convergences between the drag queen body and the research of gender issues, in education, points to the necessity of methodological-epistemic constructions that transgress the Cartesian sense and the positivist rationality.Keywords: Body. Epistemology. Genre. Education.

Dakon dan Layang-Layang: Revisi Praktik Segregasi Gender dalam Permainan Terstruktur Kelas Prasekolah

[Gender inclusive learning in principle is how to position women and men based on the proportions that exist both for women and men in all matters relating to social reality. Specifically in the process of early childhood learning, a teacher must be able to place positions where there is interaction between boy and girl in students, there are no gaps in accessing and obtaining education. Teachers must be sensitive to the potential for injustice or gender inequality that appears in the games played by their students. The teacher must be able to arrange the learning program in such a way that the gaps in the growth of gender inequality and the root of the habit of gender bias from an early age can be anticipated starting from when the child is at the preschool level. Gender issues in education are important to solve. A good understanding of gender can help everyone in school play a better role in improving the quality of education, and at the level of early childhood education can be the basics of a good understanding of children, about patterns of gender-equitable social relations. It can be started by creating learning that supports the same participatory treatment between boy and girl students. This study wants to see the practice of gender inclusive learning in early childhood education institutions, which nuances of gender segregation and unification in the form of structured game programmed by preschool.]

The [Oxford] Handbook of the History of Education

This handbook offers a global perspective on the historical development of educational institutions, systems of schooling, ideas about education, and educational experiences. Sections deal with questions of theory and methods, ancient and medieval education, the rise of national school systems, the development of universities in different contexts, problems of inequality and discrimination in education, and reform and institutional change. Specific chapters discuss colonialism and anticolonial struggles, indigenous education, gender issues in education, higher education systems, educational reform, urban and rural education, the education of minority groups, comparative, international, and transnational education, childhood and education, nonformal and informal education, and a range of other topics. Chapters consider changing scholarship in the field, connect nationally oriented works by comparing themes and approaches, and provide suggestions for further research and analysis. Like many other subfields of historical research and writing, the history of education has been deeply affected by international social and political upheaval occurring since the 1960s. In this regard, as chapters weigh the influence of revisionist perspectives at various points in time, they take particular note of those arising after that time. In discussing changing viewpoints, their authors consider how schooling and other educational experiences have been shaped by the larger social and political context, and how these influences have affected the experiences of students, their families, and the educators who have worked with them. Each chapter includes notes and a bibliography for readers interested in further study.