Resumo

FONSECA, Dora Maria Ramos. GENDER EQUALITY POLICIES: a reflection from a study on textbooks. Rev. Exitus [online]. 2018, vol.8, n.1, pp.112-140.  Epub 23-Maio-2019. ISSN 2237-9460.  https://doi.org/10.24065/2237-9460.2018v8n1id392.

The exploratory study that we presented in this study focused on four textbooks of the discipline of Environmental Studies, destined to the first year of elementary education, belonging to different publishing houses. We sought to understand gender representations by focusing on the technique of image analysis present in school textbooks, both in a quantitative approach and in a qualitative approach. For analysis of the images were taken into account categories defined a priori. The study revealed the transmission of stereotyped models of women and men with physical and psychological characteristics that closely follow the traditional models of femininity and masculinity. International and national guidelines have not led to results that are effectively visible in teaching materials intended for schools, in particular in school textbooks. Although policy-normative discourse promotes gender equality, inequalities in the social representations of men and women continue to be discernible in school textbooks. This fact leads us to reflect, as we have been doing in other research, on the effective impacts in contexts, when the changes are promoted by decree, in a top-down logic. The vast legislation on the subject, recommendations and initiatives for control and evaluation are not sufficient for significant changes to occur. This exploratory study leaves the questioning about the reason for the continuity of transmission of stereotyped gender models in school textbooks, contrary to supranational and national recommendations and legislation in force in Portugal.

Palavras-chave : Political-normative discourse; Gender equality; School manuals.

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