<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2237-9460</journal-id>
<journal-title><![CDATA[Revista Exitus]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Exitus]]></abbrev-journal-title>
<issn>2237-9460</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Oeste do Pará]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2237-94602018000100112</article-id>
<article-id pub-id-type="doi">10.24065/2237-9460.2018v8n1id392</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[POLÍTICAS DE IGUALDADE DE GÉNERO: uma reflexão a partir de um estudo sobre manuais escolares]]></article-title>
<article-title xml:lang="en"><![CDATA[GENDER EQUALITY POLICIES: a reflection from a study on textbooks]]></article-title>
<article-title xml:lang="es"><![CDATA[POLÍTICAS DE IGUALDAD DE GÉNERO: una reflexión desde un estudio en los libros de texto]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fonseca]]></surname>
<given-names><![CDATA[Dora Maria Ramos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade de Aveiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2018</year>
</pub-date>
<volume>8</volume>
<numero>1</numero>
<fpage>112</fpage>
<lpage>140</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2237-94602018000100112&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2237-94602018000100112&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2237-94602018000100112&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O estudo, de natureza exploratória, que apresentamos neste trabalho incidiu sobre quatro manuais escolares da disciplina de Estudo do Meio, destinados ao primeiro ano de escolaridade do ensino básico, pertencentes a editoras distintas. Procurámos perceber as representações de género privilegiando a técnica da análise da imagem presente nos manuais escolares quer numa abordagem quantitativa, quer numa abordagem qualitativa. Para análise das imagens foram tidas em conta categorias definidas a priori. O estudo revelou a transmissão de modelos estereotipados de mulheres e de homens sendo-lhes atribuídas caraterísticas físicas e psicológicas que seguem, de muito perto, os modelos tradicionais de feminilidade e de masculinidade. As orientações internacionais e nacionais não têm conduzido a resultados efetivamente visíveis nos materiais pedagógicos destinados à escola, em particular nos manuais escolares. Apesar de o discurso político-normativo promover a igualdade de género, continuam a ser percetíveis, nos manuais escolares, desigualdade nas representações sociais de homem e de mulher. Este facto leva-nos a refletir, como temos vindo a fazer noutros trabalhos de investigação, sobre os impactos efetivos nos contextos, quando as mudanças são promovidas por decreto, numa lógica top-down. A vasta legislação sobre a matéria, recomendações e iniciativas de controle e avaliação não são suficientes para que se registem mudanças significativas. Este estudo exploratório mostra, pois, o questionamento sobre a razão da continuidade da transmissão de modelos estereotipados de género nos manuais escolares, contrariando as recomendações supranacionais e nacionais e legislação em vigor, em Portugal.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El estudio, de naturaleza exploratoria, que presentamos en este trabajo se centró en cuatro manuales escolares de la disciplina de Estudio del Medio, destinados al primer año de escolaridad de la enseñanza básica, pertenecientes a editoriales distintas. Hemos procurado percibir las representaciones de género privilegiando la técnica del análisis de la imagen presente en los manuales escolares tanto en un abordaje cuantitativo, bien en un abordaje cualitativo. Para el análisis de las imágenes se tuvieron en cuenta categorías definidas a priori. El estudio reveló la transmisión de modelos estereotipados de mujeres y de hombres y se les atribuyeron características físicas y psicológicas que siguen muy de cerca los modelos tradicionales de feminidad y de masculinidad. Las orientaciones internacionales y nacionales, no han conducido a resultados, efectivamente, visibles en los materiales pedagógicos destinados a la escuela, en particular en los manuales escolares. A pesar del discurso político-normativo promover la igualdad de género, siguen siendo perecederos, en los manuales escolares, desigualdades en las representaciones sociales de hombre y mujer. Este hecho nos lleva a reflexionar, como hemos venido haciendo en otros trabajos de investigación, sobre los impactos efectivos en los contextos, cuando los cambios son promovidos por decreto, en una lógica top-down. La amplia legislación sobre la materia, recomendaciones e iniciativas de control y evaluación no son suficientes para que se produzcan cambios significativos. Este estudio exploratorio deja, pues, el cuestionamiento sobre la razón de la continuidad de la transmisión de modelos estereotipados de género en los manuales escolares, contrariando las recomendaciones supranacionales y nacionales y legislación vigente en Portugal.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Discurso político-normativo]]></kwd>
<kwd lng="pt"><![CDATA[Igualdade de género]]></kwd>
<kwd lng="pt"><![CDATA[Manuais escolares]]></kwd>
<kwd lng="en"><![CDATA[Political-normative discourse]]></kwd>
<kwd lng="en"><![CDATA[Gender equality]]></kwd>
<kwd lng="en"><![CDATA[School manuals]]></kwd>
<kwd lng="es"><![CDATA[Discurso político-normativo]]></kwd>
<kwd lng="es"><![CDATA[Igualdad de género]]></kwd>
<kwd lng="es"><![CDATA[Manuales escolares]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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