Education, Gender and Citizenship

Recommended Prerequisites

Not applicable.

Teaching Methods

Lectures, debates in large and small group, analysis of official national and international indicators. Analysis and debates on public policies promoting equality between men and women. Analysis of the documentation produced provided by the Commission for Citizenship and Gender Equality (CIG). Organizing thematic debates with specialist guests on certain subjects that correspond to the most pressing interests of students.

Learning Outcomes

At the end of this curricular unit student should be able:

- To reflect on the importance of the social category gender in shaping the individual relationships in various contexts of life, relating it to the exercise of citizenship by men and women.

- To discuss the persuasive nature of gender stereotypes in both sexes’ options throughout the life cycle and identify weaknesses in the citizenship deriving from them.

- To analyze particular situations in which gender inequalities are still visible, using official statistics produced by various national and international institutions.

- To identify behaviors likely to reinforce traditional views on the typical characteristics and skills of each sex, usually leading to discrimination.

- To develop strategies to implement in order to use education as an important mechanism for social change, for the effective achievement of equality of opportunities between men and women.

Work Placement(s)

No

Syllabus

1. Gender perspective in education: clarifying basic concepts and analysis of available indicators

2. Gender as a social category and as a promoter of a certain 'social order' based on sexist stereotypes, harmful to both sexes in different areas of life.

3. Gender and socialization in family and at school: identification of differential practices for boys and girls in different domains.

4. The construction of gender identity and the (possible) incorporation of gender stereotypes by boys and girls.

5. The perspective of gender mainstreaming and its importance to the educational practices in different contexts

6. Gender and Citizenship issues in a coextensive critical analysis to the duration of life.

7. The transversality of gender in the educational intervention and the use of the Education Guides "Gender and Citizenship"

8. Public policies promoting equality between men and women and internacional recommendations rectified by Portugal in this area.

Assessment Methods

Final evaluation
Exam: 100.0%

Continuous evaluation
Resolution Problems: 10.0%
Laboratory work or Field work: 30.0%
Synthesis work: 60.0%

Bibliography

Arthur, J., Davies, I., & Hahn, C. (Eds.).(2008). The SAGE handbook of education for citizenship and democracy. London: SAGE.

CE, Recommendation CM/Rec (2007). 13 of the Committee of Ministers to member states on gender mainstreaming in education, http://www.coe.int/t/e/human_rights/equality/091_CM_Rec(2007)13.pdf

DGIDC (2006). Boas práticas de cidadania: Nas áreas disciplinares, na formação cívica, em trabalhos de projecto e em actividades de complemento curricular. Lisboa:DGIDC/ME.

Nunes, M. T. (2007). Género e cidadania nas imagens de História. Lisboa:CIG.

Pinto, T. (coord.) et al. (2010). Guião de educação:Género e cidadania. 3º Ciclo. Lisboa:CIG.

Vieira, C. C. (2006). É menino ou menina? Género e educação em contexto familiar. Coimbra: Almedina.

Vieira, C. C. (2013). Educação familiar: Estratégias para a promoção da igualdade de género (3ª ed.). Lisboa:CIG.