Citizenship and gender equality in children and adolescents

the perspective of education stakeholders

Authors

  • António Madureira Dias Instituto Politécnico de Viseu, Escola Superior de Saúde, UICISA:E, Viseu, Portugal
  • Madalena Cunha Instituto Politécnico de Viseu, Escola Superior de Saúde, UICISA:E, SIGMA – Phi Xi Chapter, CIEC - UM, Viseu, Portugal
  • Adriana Oliveira Instituto Politécnico de Viseu, Escola Superior de Saúde, Viseu, Portugal
  • Carolina Reis Instituto Politécnico de Viseu, Escola Superior de Saúde, Viseu, Portugal
  • Inês Oliveira Instituto Politécnico de Viseu, Escola Superior de Saúde, Viseu, Portugal
  • Leonardo Maltez Instituto Politécnico de Viseu, Escola Superior de Saúde, Viseu, Portugal
  • Leonor Fernandes Instituto Politécnico de Viseu, Escola Superior de Saúde, Viseu, Portugal
  • Mariana Nogueira Instituto Politécnico de Viseu, Escola Superior de Saúde, Viseu, Portugal
  • Stefanie Osório Instituto Politécnico de Viseu, Escola Superior de Saúde, Viseu, Portugal

DOI:

https://doi.org/10.29352/mill0205e.11.00341

Keywords:

community participation, child, adolescent, genre

Abstract

Introduction: The right to education for children / adolescents in relation to their preparation for the performance of citizenship is one of the objectives of inclusive education, which should promote respect for the dignity of children / adolescents, supporting them equally, regardless of their genre. 

Objectives: To evaluate the knowledge of educational agents about citizenship and gender equality in children and adolescents. 

Methods: A quantitative, descriptive, cross-sectional study was carried out in a non-probabilistic convenience sample, comprising 136 participants, teachers (62.5%), nurses (32.4%) and police (5.1%), and a mean age of 48.34 years (± 7.49 years), being mostly female (70.6%). The "ad hoc” questionnaire Citizenship and Gender Equality in Children and Adolescents (CIG-CA)" of Cunha (2017) was used, consisting of 2 scales, one referring to education and inclusive language and another to knowledge about citizenship and equality taking into account two factors: household chores and childcare 

Results: The highest percentages were found to correspond to participants who reported having knowledge about citizenship and gender equality in terms of inclusive language (Human Being 89.7% vs. Professor 75.0%). Overall, there is a prevalence of good knowledge (40.4%), followed by moderate knowledge about citizenship and gender equality. 

Conclusions: The results made it possible to recognize a focus of interest for the intervention of nursing within the MaiSaúdeMental project, and for the definition of strategies for the promotion of citizenship of children / adolescents in the school and community context, mobilizing the resources of educational agents for a more inclusive effective. 

Downloads

Download data is not yet available.

References

Albernaz, L.S.F., & Longhi, M. (2009). Para compreender gênero: uma ponte para reflexões igualitárias entre homens e mulheres. In Scott P. Lewis L. Quadros MT. Gênero, diversidade e desigualdades na educação: interpretações e reflexões para a formação docente. Recife: Publicações Especiais do Programa de Pós Graduação em Antropologia – FAGES. Universidade Federal de Pernambuco.

Barreto, A., Carrara, S, & Dacach, S. (2013). Gênero e diversidade na escola: trajetórias e repercussões de uma política pública inovadora. Rio de Janeiro: Cepesc.

Bucchianeri, M.M., Eisenberg, M.E., & Neumark-Sztainer, D. (2013). Weightism, racism, classism, and sexism: Shared forms of harassment in adolescents. Journal of Adolescent Health, 53, 47–53. https://doi.org/10.1016/j.jadohealth.2013.01.006

França, F.F., & Calsa, G.C. (2009). Reflexões e reconstruções sobre o conceito de gênero: um trabalho de intervenção com docentes. Seminário de Pesquisa do PPE realizado nos dias 08 e 09 de junho de 2009 na Universidade Estadual de Maringá. Acedido em http://www.ppe.uem.br/publicacoes/seminario_ppe_2009_2010/pdf/2009 /20.pdf

Freitas, N.F. (2011). Educação inclusiva e cidadania: aproximações e contradições. Revista Eletrônica de Educação. São Carlos, SP: UFSCar. 5 (1), 40-56. Acedido em http://www.reveduc.ufscar.br/index.php/reveduc/article/view/156

Freitas, A.C., & Araújo, A.F. (2016). Cidadania e inclusão: desafios para a formação docente. Extensio: R. Eletr. de Extensão, 13 (24), 128-137. Florianópolis. ISSN 1807-0221

Inter-Agency Working Group on Children’s Participation (2018). Children as active citizens commitments and obligations for children’s civil rights and civic engagement in east asia and the pacific a policy and programme guide. Inter-Agency Working Group on Children’s Participation (IAWGCP). ISBN: 978-974-685-090-2. Acedido em https://www.unicef.org/eapro/Children_as_Active_Citizens_A4_book.pdf

Leaper, C., & Brown, C.S. (2018). Sexism in Childhood and Adolescence: Recent Trends and Advances in Research. (10): 10-15. Acedido em https://onlinelibrary.wiley.com/doi/full/10.1111/cdep.12247

Nunes, E.M. (2015). Gênero e Diversidade na Escola: limites e possibilidades na formação de professores/as. (Dissertação de Mestrado). Pontifícia Universidade Católica de Goiás. Acedido em http://tede2.pucgoias.edu.br:8080/bitstream/tede/1884/1/Ednalva%20Macedo%20Nunes.pdf

Vieira, C., Nogueira, C., & Tavares, T.C. (2009). Género e Cidadania. Guia de educação, género e cidadania. Acedido em https://www.cig.gov.pt/wp-content/uploads/2014/01/pre_cap1_1.pdf

Published

2020-06-22

How to Cite

Dias, A. M., Cunha, M., Oliveira, A., Reis, C., Oliveira, I., Maltez, L., Fernandes, L., Nogueira, M., & Osório, S. (2020). Citizenship and gender equality in children and adolescents: the perspective of education stakeholders. Millenium - Journal of Education, Technologies, and Health, 2(5e), 119–126. https://doi.org/10.29352/mill0205e.11.00341

Issue

Section

Education and Social Development Sciences