Autor/es
Descripción
ver mas
Colaborador
Duek, Carolina
Materias
Spatial Coverage
Temporal Coverage
Siglo XX
Idioma
spa
Extent
116 P.
Derechos
info:eu-repo/semantics/openAccess
Atribución-NoComercial-SinDerivadas 2.0 Genérica (CC BY-NC-ND 2.0)
Formato
application/pdf
Identificador
Cobertura
7593303
Ciudad Autónoma de Buenos Aires (autonomous city)
Siglo XXI
Abstract
The main objective of this thesis is to describe and analyze which are the family representations that circulate in the educational system and children’s literature that enter the school. To try to answer these questions, we analyze the speeches produced by the teachers, the didactic and literary material with which they work, and the current curricular designs, within the framework of the Law of the National Comprehensive Sexual Education Program (Law No. 26,150, better known as ESI Law). From these data, is that we analyze how the school is positioned regarding the variety of family forms and what is the link between families and schools in the 21st century.
This research has two corpuses. The first one is built from the interviews with the teachers and the current Curricular Designs, while the second one is made up of the selected books of Children's Literature. As far as the interviews are concerned, we approached the population of kinder garden teachers belonging to the School District N°1 of CABA. The methodological proposal consisted of conducting sixteen interviews with kinder garden teachers, which we accessed through the “snowball technique”, which means, from a close informant.
The objective of these interviews was aimed at making visible how family conformations appear in the school and how they are approached, emphasizing the relationships that teachers have with students, the didactic and literary material they use, and the training and training spaces they attend.
Our second corpus is made up of 12 children's books. We know that this choice leaves out many interesting texts that approach our theme, but we decided to prioritize titles that are part of the school library. The incorporation of this type of book is due to the fact that one of the axes of the ESI Law is to allocate financing to train teachers and to purchase literary material. In this line of investment, one of the main programs that guide the selection and purchase of books at school is the National Reading Plan (Resolution ME N°. 1044/2008). This program is run by the Ministry of Education and provides training to teachers on reading and literature, but also provides a large number of books – all of them of national origin – to public schools.
Within the framework of the above, one of the hypotheses that we propose is that a conservative conception of the family prevails in the school environment and that definition is not random, but, on the contrary, is the product of historical social relationships that take a long time to change. Consequently, we conjecture that children from non-traditional families may not see themselves recognized in the textbooks, in the dynamics, nor in the explanations offered by their teachers. Although social discourses began to adapt to these "new" family compositions, the school is one of the areas where this change may be more difficult to incorporate, due to the place it occupies in the institutional and social structure. Regarding children's literature, we start by asking how non-traditional families are represented and how family discourses are constructed in the books of our corpus. In this regard, we consider that most of the selected books have a "didactic discourse" on non-traditional family models since they tend to highlight the novelty of a certain sexual orientation or family model. We also consider that LGBT families have a lower incidence in these books, suggesting that certain family pluralities are tolerated, but others are made invisible.
This research has two corpuses. The first one is built from the interviews with the teachers and the current Curricular Designs, while the second one is made up of the selected books of Children's Literature. As far as the interviews are concerned, we approached the population of kinder garden teachers belonging to the School District N°1 of CABA. The methodological proposal consisted of conducting sixteen interviews with kinder garden teachers, which we accessed through the “snowball technique”, which means, from a close informant.
The objective of these interviews was aimed at making visible how family conformations appear in the school and how they are approached, emphasizing the relationships that teachers have with students, the didactic and literary material they use, and the training and training spaces they attend.
Our second corpus is made up of 12 children's books. We know that this choice leaves out many interesting texts that approach our theme, but we decided to prioritize titles that are part of the school library. The incorporation of this type of book is due to the fact that one of the axes of the ESI Law is to allocate financing to train teachers and to purchase literary material. In this line of investment, one of the main programs that guide the selection and purchase of books at school is the National Reading Plan (Resolution ME N°. 1044/2008). This program is run by the Ministry of Education and provides training to teachers on reading and literature, but also provides a large number of books – all of them of national origin – to public schools.
Within the framework of the above, one of the hypotheses that we propose is that a conservative conception of the family prevails in the school environment and that definition is not random, but, on the contrary, is the product of historical social relationships that take a long time to change. Consequently, we conjecture that children from non-traditional families may not see themselves recognized in the textbooks, in the dynamics, nor in the explanations offered by their teachers. Although social discourses began to adapt to these "new" family compositions, the school is one of the areas where this change may be more difficult to incorporate, due to the place it occupies in the institutional and social structure. Regarding children's literature, we start by asking how non-traditional families are represented and how family discourses are constructed in the books of our corpus. In this regard, we consider that most of the selected books have a "didactic discourse" on non-traditional family models since they tend to highlight the novelty of a certain sexual orientation or family model. We also consider that LGBT families have a lower incidence in these books, suggesting that certain family pluralities are tolerated, but others are made invisible.
Título obtenido
Magister de la Universidad de Buenos Aires en Comunicación y Cultura
Institución otorgante
Universidad de Buenos Aires. Facultad de Ciencias Sociales