Teoria e prática do patrocínio das escolas, do ponto de vista da igualdade de género

Nuno José Miranda e Silva; Anabela Pereira

doi:10.34624/xxeqdf46

Authors

Nuno José Miranda e Silva Centro de Investigação em Educação e Psicologia , University of Évora https://orcid.org/0000-0002-3574-7679 (unauthenticated)
Anabela Pereira Centro de Investigação em Educação e Psicologia , University of Évora , Centro de Investigação Didática e Tecnologia na Formação de Formadores https://orcid.org/0000-0002-3897-2732 (unauthenticated)

DOI:

https://doi.org/10.34624/xxeqdf46

Keywords:

Education, Schools, Gender Equality, School Sponsorship, Role Models

Abstract

Schools are in a privileged position to promote gender equality because they have access to children and young people at a time when they are learning about social roles. In Portugal, schools can adopt the name of a personality (school sponsorship), which is precisely the valorisation of a role model. It is hoped that the sponsorship process will serve educational purposes in promoting gender equality. We therefore wanted to investigate the relationship between the sponsor’s gender and other variables, and ascertain the rationale behind schools’ selection of sponsors. To this end, we conducted interpretative research using a mixed-methods approach and document analysis of school (1,033 organisational units) guidance documents. The results revealed a gender imbalance, showing that nine out of ten sponsors are male. They also showed that female sponsors were mainly chosen because of their connection to hereditary or marital positions of power, and to religion. Furthermore, it was found that sponsorship was based more on the achievements of the personalities than on the values they inspire. Thus, the situation suggests that school sponsorship may contribute to the consolidation of gender stereotypes. We recommend recruiting living sponsors for a fixed period of time and who reflect specific learning needs and can be admired for the values they represent, serving as counter-stereotypical role models.

Downloads

Download data is not yet available.

References

Algoe, S. B., & Haidt, J. (2009). Witnessing excellence in action: the ‘other-praising’ emotions of elevation, gratitude, and admiration. The Journal of Positive Psychology, 4(2), 105–127. https://doi.org/10.1080/17439760802650519

Bem, S. L. (1981). Gender schema theory: A cognitive account of sex typing. Psychological Review, 88(4), 354–364. https://doi.org/10.1037/0033-295X.88.4.354

Bian, L., Leslie, S. J., & Cimpian, A. (2017). Gender stereotypes about intellectual ability emerge early and influence children’s interests. Science, 355(6323), 389–391. https://doi.org/10.1126/science.aah6524

Boateng, F.K., Darko, R., Ahwireng, D., & Intsiful, E. (2024). A phenomenological study of gender stereotyping patterns in preschools in Ghana. SN Social Sciences, 4, 159. https://doi.org/10.1007/s43545-024-00945-2

Brussino, O., & McBrien, J. (2022). Gender stereotypes in education: Policies and practices to address gender stereotyping across OECD education systems (OECD Education Working Papers, No. 271). OECD Publishing. https://doi.org/10.1787/a46ae056-en

Charmaz, K. (2006). Constructing grounded theory. Sage Publications.

Conselho Nacional de Educação. (2017). Reformas e bases da educação – legado e renovação (1835-2009). Conselho Nacional de Educação.

Direção-Geral de Estatísticas da Educação e Ciência – DGEEC (2024). Perfil docente 2022/2023. DGEEC.

Eagly, A. H., & Wood, W. (2011). Social role theory. In P. A. M. Van Lange, A. W. Kruglanski, & E. T. Higgins (Eds.). Handbook of theories of social psychology (Vol. 2, pp. 458–476). Sage.

Eagly, A. H., & Wood, W. (2013). The Nature-Nurture Debates: 25 Years of Challenges in Understanding the Psychology of Gender. Perspectives on psychological science : a journal of the Association for Psychological Science, 8(3), 340–357. https://doi.org/10.1177/1745691613484767

Eagly, A. H., Wood, W., & Diekman, A. B. (2000). Social role theory of sex differences and similarities: A current appraisal. In T. Eckes & H. M. Trautner (Eds.), The developmental social psychology of gender (pp. 123–174). Lawrence Erlbaum Associates Publishers.

European Institute for Gender Equality (2024). Gender Equality Index 2024 – Sustaining momentum on a fragile path. Publications Office of the European Union.

Fulcher, M., Hayes, A.R. (2018). Building a Pink Dinosaur: the Effects of Gendered Construction Toys on Girls’ and Boys’ Play. Sex Roles, 79, 273–284. https://doi.org/10.1007/s11199-017-0806-3

Guba, E., & Lincoln, Y. S. (1998). Competing paradigms in qualitative research. In N. K. Denzin, & Y. S. Lincoln, The landscape of qualitative research: Theories and issues (pp. 195 219). Sage Publications.

Golden, J.C., Jacoby, J.W. (2018). Playing Princess: Preschool Girls’ Interpretations of Gender Stereotypes in Disney Princess Media. Sex Roles, 79, 299–313. https://doi.org/10.1007/s11199-017-0773-8

Holton, J. A. (2007). The coding process and its challenges. Em A. Bryant, & K. Charmaz, The SAGE handbook of grounded theory (pp. 265-289). Sage publications.

Lauzen, M. M., Dozier, D. M., & Horan, N. (2008). Constructing Gender Stereotypes Through Social Roles in Prime-Time Television. Journal of Broadcasting & Electronic Media, 52(2), 200–214. https://doi.org/10.1080/08838150801991971

Leslie, S. J., Cimpian, A., Meyer, M., & Freeland, E. (2015). Expectations of brilliance underlie gender distributions across academic disciplines. Science (New York, N.Y.), 347(6219), 262–265. https://doi.org/10.1126/science.1261375

Koss, M. D. (2015). Diversity in contemporary picture books: a content analysis. Journal of Children Literature. 41, 32–42.

Martin, C. L., & Halverson, C. F. (1981). A Schematic Processing Model of Sex Typing and Stereotyping in Children. Child Development, 52(4), 1119–1134. https://doi.org/10.2307/1129498

Martin, C. L., Ruble, D. N., & Szkrybalo, J. (2002). Cognitive theories of early gender development. Psychological Bulletin, 128(6), 903–933. https://doi.org/10.1037/0033 2909.128.6.903

Ministério da Educação (1990). Decreto-Lei n.º 387/90, de 10 de dezembro. Diário da República n.º 293/1990, Série I, 5030-5031. https://diariodarepublica.pt/dr/detalhe/decreto-lei/387-1990-565376

Ministério da Educação e Cultura (1986). Decreto-Lei n.º 93/86, de 10 de maio. Diário da República n.º 107/1986, Série I, 1102. https://diariodarepublica.pt/dr/detalhe/decreto-lei/93-1986-227593

Meng-Lewis, Y., Xian, H., Lewis, G., & Zhao, Y. (2021). “Enthusiastic Admiration Is the First Principle of Knowledge and Its ast”: A Qualitative Study of Admiration for the Famous. SAGE Open, 11(2). https://doi.org/10.1177/21582440211006730

Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation. Jossey-Bass.

Mihić, V., Šimoković, K., Kapetan, A., & Bojović, G. (2017). Correlations of attitudes towards gender roles and ambivalent gender prejudices in Serbian students. Teme, 807-822. https://doi.org/10.22190/TEME1703807M

Miranda e Silva, N. J., & Henriques, S. (2021). Projetos Educativos de Escolas Complexas: Como Construir?. Revista Interacções, 17(58), 256–281. https://doi.org/10.25755/int.23871

Morgenroth, T., Ryan, M. K., & Peters, K. (2015). The motivational theory of role modeling: How role models influence role aspirants’ goals. Review of General Psychology, 19(4), 465–483. https://doi.org/10.1037/gpr00000591

Olsson, M., & Martiny, S. E. (2018). Does exposure to counterstereotypical role models influence girls’ and women’s gender stereotypes and career choices? A review of social psychological research in Psychology. Frontiers, 9:2264. https://doi.org/10.3389/fpsyg.2018.02264

Patrício, M. F. (1993). Lições de axiologia educacional. Universidade Aberta.

Patrício, M. F. (2013). Por uma concepção cultural da educação e da escola. Nova Águia - Revista de Cultura para o Século XXI, 12(2º semestre), 207-211.

Pautu, A., Petracovschi, S., & Domokos, M. (2025). The impact of gender stereotypes on physical education lessons: a pilot study regarding the qualitative analysis of teachers’ perceptions. Frontiers in Psychology, 16, 1575686. https://doi.org/10.3389/fpsyg.2025.1575686

Reich, S.M., Black, R.W. & Foliaki, T. Constructing Difference: Lego® Set Narratives Promote Stereotypic Gender Roles and Play. Sex Roles, 79, 285–298 (2018). https://doi.org/10.1007/s11199-017-0868-2

Schindler, I., Zink, V., Windrich, J., & Menninghaus, W. (2012). Admiration and adoration: Their different ways of showing and shaping who we are. Cognition and Emotion, 27(1), 85–118. https://doi.org/10.1080/02699931.2012.698253

Secretaria de Estado da Educação (2024). Portaria n.º 18/2024, de 25 de janeiro. Diário da República n.º18/2024, Série I, 13-208, https://diariodarepublica.pt/dr/detalhe/portaria/18-2024-838972841

Sink, A., & Mastro, D. (2016). Depictions of Gender on Primetime Television: A Quantitative Content Analysis. Mass Communication and Society, 20(1), 3–22. https://doi.org/10.1080/15205436.2016.1212243

Soviča, A., & Hus, V. (2015). Gender stereotype analysis of the textbooks for young learners. Procedia – Social and Behavioral Sciences, 186, 495–501. https://doi.org/10.1016/j.sbspro.2015.04.080

United Nations Educational, Scientific and Cultural Organization. (2020). Gender report: A new generation: 25 years of efforts for gender equality in education. United Nations Educational, Scientific and Cultural Organization. https://unesdoc.unesco.org/ark:/48223/pf0000374514/PDF/374514eng.pdf.multi

XXI Governo Constitucional. (2017). Estratégia nacional de educação para a cidadania. XXI Governo Constitucional. https://www.dge.mec.pt/sites/default/files/Projetos_Curriculares/Aprendizagens _Essenciais/estrategia_cidadania_original.pdf

Zagzebski, L. (2015). Admiration and the Admirable. Aristotelian Society Supplementary Volume, 89 (1), 205-221.