Diferenças de género nas preferências de parcerias e estilos de brincadeiras de crianças em ambiente escolar
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2015
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Na infância, a brincadeira enquanto atividade intrinsecamente motivada, revela ser o contexto onde as diferenças de género se encontram mais evidentes, pois é neste período do desenvolvimento que as crianças integram e produzem cultura, constituindo regras, crenças e valores, que estarão na base da construção da sua identidade. A psicologia evolutiva, a partir de uma visão integrativa, prevê que a origem das diferenças entre géneros resultam de diferentes pressões seletivas na história evolutiva e compreendem-nas a partir da influência que os fatores culturais e as interações com os pares exercem sobre essas predisposições. Como principal objetivo traçou-se a análise das relações entre pares em contexto escolar, e perceber as representações de género que as crianças têm relativamente às brincadeiras serem prototipicamente masculinas ou femininas.
A amostra foi constituída por 128 crianças de 3 a 10 anos de idade, que frequentavam o jardim de infância e o 1º ciclo. Foram realizados dois momentos de entrevistas, uma não estrutura para recolha de alguns dados sociodemográficos e brincadeiras, e outra semi-diretiva, para avaliar as representações de género. As crianças foram observadas em ambiente natural com recurso a filmagens e registos comportamentais com amostragem de tempo, por sujeito focal. Na análise dos resultados foram aplicadas análises de clusters, MANOVAS e regressão linear.
Os resultados evidenciaram as representações de género nas crianças e a realidade da segregação sexual. Encontrou-se diferenças significativas na frequência e tipos de brincadeiras, os meninos têm uma maior frequência de brincadeiras e, as turbulentas são as mais praticadas; as meninas têm maior frequência de não brincadeiras e brincam mais ao faz-de-conta e conversação. Foi possível verificar o efeito significativo da variável idade nas análises efetuadas relativamente às diferenças de género nas interações, na dimensão dos grupos e no número de brincadeiras e não brincadeiras realizadas pelas crianças.
During childhood as an intrinsically motivated activity playing turns out to be the context where gender differences are more evident because it is in this period of development that children integrate and produce culture, establishing rules, beliefs and values, which will be the basis of the construction of their identity. The evolutionary psychology, from an integrative view, foresee that the origin of gender differences is the result of different selective pressures in evolutionary history and understand them taking into account that cultural factors and interactions with peers exercise on these predispositions. As a main objective the analysis of peer relationships at schools was made and understand that the representations of gender that children have in relation to games are prototypically masculine or feminine. The sample was composed of 128 children from 3 to 10 years old, who were attending the kindergarten and the 1st cycle. Two moments of interviews were carried out, anon-structure to collect demographic data and some games, and another one semi-directive to evaluate gender representations. The children were observed in natural environment using footage and behavioral records with time sampling, by focal subject. In the analysis of the result were applied cluster analysis, MANOVAS and linear regression. The results showed gender representations in children and the reality of sexual segregation. Significant differences in the frequency and types of play were found: boys have a higher frequency of play and the turbulent ones are the most practiced; girls have a higher frequency of not-play and play more to make believe and to conversation. It was possible to verify the significant effect of the variable age in the analysis made about gender differences in the interactions, the size of the group and the number of games and not-play ones performed by children.
During childhood as an intrinsically motivated activity playing turns out to be the context where gender differences are more evident because it is in this period of development that children integrate and produce culture, establishing rules, beliefs and values, which will be the basis of the construction of their identity. The evolutionary psychology, from an integrative view, foresee that the origin of gender differences is the result of different selective pressures in evolutionary history and understand them taking into account that cultural factors and interactions with peers exercise on these predispositions. As a main objective the analysis of peer relationships at schools was made and understand that the representations of gender that children have in relation to games are prototypically masculine or feminine. The sample was composed of 128 children from 3 to 10 years old, who were attending the kindergarten and the 1st cycle. Two moments of interviews were carried out, anon-structure to collect demographic data and some games, and another one semi-directive to evaluate gender representations. The children were observed in natural environment using footage and behavioral records with time sampling, by focal subject. In the analysis of the result were applied cluster analysis, MANOVAS and linear regression. The results showed gender representations in children and the reality of sexual segregation. Significant differences in the frequency and types of play were found: boys have a higher frequency of play and the turbulent ones are the most practiced; girls have a higher frequency of not-play and play more to make believe and to conversation. It was possible to verify the significant effect of the variable age in the analysis made about gender differences in the interactions, the size of the group and the number of games and not-play ones performed by children.
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Orientação : Edgar Pereira
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MESTRADO EM PSICOLOGIA, ACONSELHAMENTO E PSICOTERAPIAS, PSICOLOGIA, PSYCHOLOGY, ESTUDOS DO GÉNERO, GENDER STUDIES, CRIANÇAS, CHILDREN, JOGOS INFANTIS, CHILDREN'S GAMES, INTERATIVIDADE, INTERACTIVITY, REPRESENTAÇÕES MENTAIS, MENTAL REPRESENTATIONS, PSICOLOGIA EVOLUTIVA, EVOLUTIONARY PSYCHOLOGY, ESTUDOS DE CASO, CASE STUDIES