Breaking Cultural “Taboos” About the Body and Gender: Brazilian Students’ Emancipation From a Thematic Perspective of School Physical Education

Lima, Cyntia Emanuele Souza; Ferreira, Emmanuelle Cynthia da Silva; Neto, Luiz Sanches; Venâncio, Luciana

doi:10.3389/feduc.2020.00155

Cited by 4 publications

(3 citation statements)

References 18 publications

(18 reference statements)

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“…The significant findings may be explained by the gendering processes in PE (Berg and Lahelma, 2010 ; Lima et al, 2020 ) such as gender order (Connell, 1987 ), which creates power relation patterns between men and women in society and gender system (Hirdman, 1990 ) that categorizes males and females according to their differences in all aspects of life and follows a hierarchy based on male norms. Perhaps due to the physiological differences between male and female, wherein the former tends to be stronger, male PE teachers were likely to place lower expectations and demands on performances of female students and thereby provided more verbal interactions (Davis and Nicaise, 2011 ) and adjusted male-preferred activities to accommodate females.…”

Section: Discussionmentioning

confidence: 99%

Physical Education Attitude of Adolescent Students in the Philippines: Importance of Curriculum and Teacher Sex and Behaviors

Cruz

Kim

2021

Front. Psychol.

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The present study examined the attitudes of Filipino middle school students toward physical education (PE) and the associations between PE attitude and various personal and external correlates of PE. In total, 659 middle school students, aged between 12 and 19 years (M = 14.55; SD = 1.14), participated in the study. The Physical Education Attitude Scale (PEAS) was used to measure affective, cognitive, and motivational/behavioral attitudes of adolescent students toward PE. Results showed that middle school students had moderate general attitudes toward PE. Female students had more favorable attitudes toward PE when their teacher was male than female. When the teacher was female, male students were more satisfied with the PE curriculum than female students. When the teacher was male, female students were more comfortable with the PE curriculum than male students. Finally, students' PE attitude did not decrease as they got older, regardless of student sex. The findings provide a different perspective for the field and underscore the importance of not only the PE curriculum but also the student–teacher relationship. To prevent the decline in students' positive attitude and encourage positive behaviors toward PE and activities, teachers should be very considerate about their interactions with students of the same sex; school administrators (e.g., principal and PE department head), meanwhile, should focus at providing PE teachers with special training courses to enhance both their teaching and communication capabilities.

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Section: Discussionmentioning

confidence: 99%

Physical Education Attitude of Adolescent Students in the Philippines: Importance of Curriculum and Teacher Sex and Behaviors

Cruz

Kim

2021

Front. Psychol.

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“…There was also a similar discussion in one of his classes, which stemmed from the gender issues that students have seen (with evidence from countries participating in the men 's FIFA Football World Cup, such as Qatar and Iran, in 2022). According to teacher-researcher Junielison's reflection on the critical incident reported by teacher-researcher Yasmin, we are seeing increasing violent acts in schools in Brazil, possibly motivated by issues around bullying on gender stereotypes and taboos (Lima et al, 2022). Therefore, it is crucial to discuss such events at school and, as was done in the reported class, not to miss the opportunities for debate that critical incidents promote.…”

Section: Recognizing the Teacher-researchers' Pedagogical Voices From...mentioning

confidence: 99%

Exploring critical incidents technique on social justice themes with Brazilian physical education teacher-researchers

Flor,

Souza,

Gonçalves

et al. 2024

Front. Educ.

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This research is qualitatively oriented and aims to analyze themes of social justice—according to the methodology proposed by the international project EduHealth—based on critical incidents in physical education classes. The incidents have been identified by six physical education teacher-researchers who produced vignettes from the situations. Three of them are Master’s students from the Postgraduate Program in Physical Education at the Federal University of Rio Grande do Norte (PPGEF-UFRN) and three are from the Professional Postgraduate Program in Physical Education in National Network at the Federal University of Ceará (ProEF-UFC). Both universities are located in the Northeastern region of Brazil. Findings point to themes related to gender inequality, trans invisibility and/or homophobia, socioeconomic inequalities, reflective-critical issues about democracy and social inclusion, the struggle for social rights, bullying, religions and empathy, intellectual and physical disabilities, diversity, identity, and low self-esteem. A critical education based on social justice is essential in facing the analyzed situations. In conclusion, the notion of social justice can help to promote the knowledge that teacher-researchers mobilize to teach physical education’s thematic subjects in a contextualized and engaged way. This perspective helps to understand the privileges and unjust power relations present in Brazilian society, pointing out subsidies for reflection and deepening of the teaching and learning processes.

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“…Another was an experienced teacher who had completed her Doctorate. The other two teachers were both known to me in a teaching scholarship program as committed teacher-researchers (Lima et al, 2022). All of them have been members of an institutional research group I lead at the university.…”

Section: The Dilemma In the Practicummentioning

confidence: 99%

Perspectives on social justice when becoming a teacher-researcher in the practicum: insights from physical education teacher education

Sanches Neto,

Venâncio,

Corsino

et al. 2023

Front. Educ.

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Understanding the role teachers must play in fostering social justice is one of many tasks student teachers learn on practicum. This self-study is a collaborative endeavour between eight Brazilian teacher-researchers who work in multiple teaching positions and settings in different regions of the country. Our assumption within the broader research scope is that being a teacher-researcher has commonalities related to social justice whether teaching in K-12 schools or higher education. We have reconfigured a collaborative, four-stage methodological approach to practitioner research. In this paper, we investigate how one teacher-researcher and university professor – Luiz, the first author – has been transforming his practice towards social justice through the self-study of teacher education practices. His initial dilemma concerned his students’ practicum experiences. Through the prompting of his co-authors and critical friends, Luiz reflected on his decisions and assumptions. He presented his analysis to the group which generated the discussion which forms the basis of this paper. The contribution this paper makes is two-fold. One is to exemplify the rigorous method we used to generate alternative perspectives through self-study. The other is to explore the impact of deeply seated social injustices on our teacher education practices.

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Breaking Cultural “Taboos” About the Body and Gender: Brazilian Students’ Emancipation From a Thematic Perspective of School Physical Education

Cited by 4 publications

References 18 publications

Physical Education Attitude of Adolescent Students in the Philippines: Importance of Curriculum and Teacher Sex and Behaviors

Physical Education Attitude of Adolescent Students in the Philippines: Importance of Curriculum and Teacher Sex and Behaviors

Exploring critical incidents technique on social justice themes with Brazilian physical education teacher-researchers

Perspectives on social justice when becoming a teacher-researcher in the practicum: insights from physical education teacher education

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