Education, Gender and Citizenship

Recommended Prerequisites

Not applicable.

Teaching Methods

Theoretical presentations, discussions in large and small groups, analysis of official national and international indicators. Analyzes and debates on public policies that promote gender equality. Analysis of documentation produced by national and international entities. Organization of thematic debates with invited experts on certain matters, which correspond to the most proeminent interests of the students in each academic year. The choice of the themes will also take into account the social and political contexts experienced in our country and abroad.

Learning Outcomes

To reflect on the importance of gender as a social category in the modeling of individual relationships in different contexts of life, relating it to the exercise of citizenship by men and women (and non-binary people).

- To discuss the persuasive character of gender stereotypes in people's choices throughout the life cycle and identify corresponding citizenship weaknesses.

- To know Portuguese and international public policy instruments.

- To analyze particular situations of gender inequality, using official statistics produced by national and international institutions.

- To learn how to use gender lenses from an intersectional perspective.

- To identify resources/behaviors/situations that can reinforce traditional gender views, leading to situations of discrimination.

- To design strategies to use formal and non-formal education as an important mechanisms for social change, for the effective achievement of equal opportunities.

Work Placement(s)

No

Syllabus

1. Gender perspective in education: clarification of 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 all people in different areas of life.

3. Gender and socialization in the 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 sexist stereotypes.

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

6. Gender and citizenship issues in a critical analysis co-extensive with a life span approach.

7. Public policies that promote equality between men and women and international recommendations ratified by Portugal in this field.

8. Principles of a gender-sensitive approach to research and intervention in Educational Sciences.

Assessment Methods

Assessment
Resolution Problems: 20.0%
Laboratory work or Field work: 30.0%
Synthesis work: 50.0%

Bibliography

Alvarez, T., Vieira, C. C., & Ostrouch-Kaminska, J. (2017). Género, educação e cidadania: que "agenda" para a investigação científica e para o ensino e a formação? ex aequo, 36, 9-22. https://doi.org/10.22355/exaequo.2017.36.01

Endepohls-Ulpe, M., & Ostrouch-Kamińska, J. (Eds.) (2019). Gender – Diversity – Intersectionality (New) Perspectives in Adult Education. Waxmann.

Ostrouch-Kaminska, J. & Vieira C. C. (Eds.) (2015). Private World(s). Gender and Informal Learning of Adults. Sense Publishers.

Vieira, C. C. (2017). Género e Conhecimento. In C. C. Vieira (coord.), C. Nogueira, F. Henriques, F. M. Marques, F. L. Vicente, F. Teixeira, L. Coelho, M. Duarte, M. H. Loureiro, P. Silva, R. Monteiro, T.-C. Tavares, T. Pinto, T. Toldy, & V. Ferreira (2017). Guião de Educação. Conhecimento, Género e Cidadania no Ensino Secundário (pp. 61-90). CIG.

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