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This research regards the conception of subtle harassment between colleagues journalists starting from the analysis of two cases that occurred in 2018. To the journalist Eduarda Streb was suggested that she “should go back to the kitchen” by her counterpart and colleague Eduardo Bueno, while they were both participating live on a soccer debate radio program. Sandra Annenberg, on the press cover of the 2018 Russian World Cup, was interrupted by the sports narrator Galvão Bueno while presenting the FIFA World Cup Trophy. Galvão interrupted her to explain the same thing that the journalist was trying to explain, acts known, respectively, as manterrupting and mansplaining. The research’s objective is to comprehend, under a feminist perspective, the subtle harassment and its presence and occurency within the workplace of women journalists. It also is going to be analysed how the subtle harassment is inserted in the society and in the relations between men and women; how the social media has served as “thermometers” in the studied cases; and how does the woman whom was the victim of the harassment perceives the case suffered. Therefore, the research techniques used were bibliographic, documentary, and content analysis. The bibliographical and documentary research sought contributions in the studies of Pinto (2003) regarding the history of the feminist movement in Brazil; as well as the wide research of Bourdieu (1989 and 1999), concerning the effects of the patriarchal dominance and the symbolic violence. The knowledges of Solnit (2017), Bennett (2018), Silva (2010) and Adichie (2015) contextualize the diverse types of sexism and explain how gender stereotypes reflect themselves on the workplace and the power relations. With content analysis, both cases were studied by means of seven categories, in order to analyze different aspects considered important to understand the research’s objects. The conclusions indicate to the existence of stereotyped reactions of the victims, absence of guilt from the party that has practiced the harassment, the need of a designation of acts to identify them as symbolic violence and also the victims need to explain themselves, reaffirming their professional potential. 1
This study proposes a reflection on the importance of supervised internship in the organization of pedagogical praxis, its contribution to the constitution of teachers and construction of the professional identity of the undergraduates of the Pedagogy course. It is about understanding graduation as initial training and addressing the indispensability of continuing education. The general objective of this study is to understand the purpose and importance of supervised internship of pedagogue’s formation. Afterwards, the specific objectives that guide the investigation unfolds: interpreting how the teacher’s formation process takes place; indicate the bases for the construction of the professional identity of Pedagogy graduates; identify the teaching knowledge. The theoretical basis that supports this research comes from authors such as Tardif (2010), Pimenta and Lima (2011) and Libâneo (1993) that discusses the plurality of teaching knowledge. Schön (2000) and Freire (2003) who discusses the scope of pedagogical practice that transcends theoretical and disciplinary knowledge. Libâneo (2006) that describes the transdisciplinarity of the attributions that the teacher needs to meet in their pedagogical practice. Pimenta and Lima (2011) highlight the prominence of the curricular internship in the training of pedagogues. In the many contributions of Nóvoa (1992), Freire (1996) and Schön (2000) teacher training is considered continuous and essential for a critical-reflective pedagogical exercise. The methodology applied in this qualitative research was organized into two semi-structured interview scripts, in order to ascertain the contributions of the supervised internship in the teacher constitution and professional identity of pedagogues. The instrument of research was applied to three trained pedagogues and one undergraduate completing the last semester of graduation in Pedagogy. From the data collected, it was possible to scale the formative importance of the curricular internship and its implications directly on teacher constitution and professional identity. 1
Thisen, Graciela Fernandes 1
THODE, VERÔNICA A. 1
THOISY, BENOIT 1
THOLOULI, ELLI 4
Thom M 1
THOM, MARIA 1
THOMA, ADRIANA DA S. 1
Thomas 1
Thomas Cardoso 1
Thomas da Silva Paula 1
Thomas Döring 4
Thomas Lerótic Becker 2
Thomas M. Achenbach 3
Thomas Nadelhoffer 2
Thomas Raysmith 2
Thomas Salisbury 1
Thomas Selau de Castro 1
Thomas Volpato de Oliveira 2

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