Poder rosa empoderamento de mulheres e meninas no contexto da educação infantil no município de Palmas sob a perspectiva do ODS 5

Abstract

This Master's research report in Education investigates how pedagogical practices developed in the Municipal Early Childhood Education Centers (CMEIs) of Palmas, Tocantins, can contribute to the empowerment of women and girls, in alignment with Sustainable Development Goal (SDG) 5, which aims to promote gender equality. The study, which adopts a qualitative and exploratory approach, was conducted in four CMEIs located in regions with distinct socioeconomic realities. Data were collected through document analysis, participant observation, and semi-structured interviews with teachers and pedagogical coordinators. The investigation is based on the Theory of Social Representations by Serge Moscovici. The results reveal the persistence of traditional gender representations in the school environment, a lack of specific training and didactic materials that intentionally address the theme, and the absence of effective dialogue with families and the school community, which limits the reach of educational initiatives. As a technical-technological product, a Technical Report was developed containing a diagnosis, recommendations, and pedagogical proposals aimed at promoting gender equality in Early Childhood Education. This report is to be submitted to the Municipal Department of Education (SEMED). Therefore, the findings indicate that progress in promoting gender equality in the institutions studied depends on investment in continuing education, curriculum reform, strengthened community dialogue, and the implementation of transformative pedagogical practices capable of challenging gender stereotypes from early childhood.