ГЕНДЕРНА ОСВІТА В ПОЧАТКОВІЙ ШКОЛІ: ПРОБЛЕМИ ТА ПЕРСПЕКТИВИ РЕАЛІЗАЦІЇ
Gender education in primary schools: the problems and prospects of implementation
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The specified scientific investigation is done in order to examine and study the problems and prospects of real gender education in modern elementary school. The methods are presented such as psychological and pedagogical achievements: system-structural analysis, synthesis, comparison, classification, and summarization. The methodological principles considered as scientifically leading experts in the sphere of pedagogy in gender pedagogy for the introduction of gender component in education are: gender mainstreaming in the education of adolescents and seniors, training future professionals and gender education of the students, modern gender studies in pedagogy that is presented as specific technologies towards gender democracy in the sphere of educational space. The results of research and practical importance has given the perspective of presentation the problems acquiring practical signs of readiness for a new generation of gender education of the younger generation through proper education of the boys and girls, their focus on partnership and interchangeability in a family and social roles, which is possible only through the formation of gender in children consciousness. The definition of gender education is presented as a scientific ideology based on the principles of equality of the articles on critical examination of the relations between the sexes, which are socially constructed, constructed by society. This view is based on scientific reconstruction of these relations in each case, every social institution of the society. The article reveals the finding transformations in modern society as well as to establish the need for gender education perspective as a natural process that is associated with the changes leading ideologies regarding «special purpose articles» on their ideas about equality. The prospects for further research are due to far-reaching changes in the positions of the researchers on gender issues in pedagogy. Thus, gender education, meeting the requirements of a modern democratic society and the development of the law involves a departure from the concept of undoubted «innate sex differences between boys’ and girls’ education and the idea of innate gender roles», shifting the emphasis on the institutional context and environment context equitable interaction of gender relations.
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