The Gender Representations of Three Literacy Teachers

The content of this book is part of a research project that aimed to verify the gender representations of three literacy teachers, and to analyse the effects of these representations on the production of children's gendered identities. The methodological procedures used to produce the information were: interviews with three teachers who work in the early years of primary school and observation, with a field notebook, of the classes where these teachers worked. The concepts of gender, representation, identity and difference from the post-structuralist field of Cultural Studies were used in the analyses. The argument developed in this study is that the teachers' gender representations produce differences between boys and girls with implications for the production of the lessons taught, the activities carried out at school, the games played by the children and the way the teachers understand and talk about the children's reading and writing performance.

Autorentext
She has a degree in Pedagogy from UFMG and is studying for a master's degree in Child Studies at the University of Minho in Portugal. She is a member of the Study and Research Group on Curricula and Cultures-GECC at FaE/UFMG and studies topics related to curricula, cultures, gender, identity, literacy and inclusive education.