Gender stereotypes in soundtracks for children

Elia Saneleuterio; Sandra Soler-Campo; Rocío López-García-Torres

doi:10.5216/mh.v25.83427

Autores

Elia Saneleuterio Universitat de València elia.saneleuterio@uv.es https://orcid.org/0000-0003-4060-9518
Sandra Soler-Campo University of Barcelona, Barcelona, Spain sandra.soler@ub.edu https://orcid.org/0000-0002-5560-1415
Rocío López-García-Torres University of Barcelona, Barcelona, Spain rocio.lopez@uchceu.es https://orcid.org/0000-0001-5647-764X

DOI:

https://doi.org/10.5216/mh.v25.83427

Palavras-chave:

trilhas sonoras, coeducação, estereótipos de gênero, instrumentos de medida, educação não formal

Resumo

Identificar e abordar estereótipos de gênero contribui para reduzir ideias sexistas e a discriminação social contra mulheres e alguns homens. A crescente preocupação com sua influência na educação intensificou o interesse em analisar os produtos culturais consumidos por crianças. Este estudo se concentra nas trilhas sonoras de filmes de animação: uma amostra de 25 filmes é analisada, compreendendo um total de 62 músicas, para examinar a presença de estereótipos de gênero e sua ruptura em cinco categorias: corporal, atitudinal, social, afetivo-sexual e musical. Uma metodologia qualitativa foi empregada, por meio da tabela de análise de estereótipos GS_5x4 (adaptada e revalidada com IVC = 0,80). Os resultados revelaram que as trilhas sonoras até 2010 reforçavam predominantemente estereótipos; a partir de 2012, a representação de elementos que quebram estereótipos aumenta, principalmente para personagens femininas. Essa tendência é mais pronunciada nas músicas do que nos filmes como um todo. A dimensão afetivo-sexual é a categoria mais estereotipada, enquanto a atitudinal apresenta o maior grau de ruptura de estereótipos.

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Biografia do Autor

Elia Saneleuterio, Universitat de València elia.saneleuterio@uv.es

Elia Saneleuterio is a faculty member (Profesora Titular / Associate Professor) at the Department of Language and Literature Teaching at the University of Valencia, Spain. She received her first Ph.D. cum laude, in 2011 (Spanish Literature). Previously, she graduated in Spanish Philology and Childhood Education and she also earned her master’s degree in Specific Didactics Research (Language and Literature Teaching) and a second Ph.D. (in Education). Apart from Spanish and Catalan, she speaks English, French, German and Italian. She was a Visiting Scholar at the Università di Bologna (Italy) (2009), Uniwersytet Wrocławski (Poland) (2012), University of California, Berkeley (USA) (2016-17), Universidade do Minho (Portugal) (2017), Universidad Católica Boliviana (Bolivia) (2017), Rutgers University, Newark (USA) (2018), Université de Reims Champagne-Ardenne (France) (2019) and University of Glasgow (United Kingdom) (2023), among others. Her earlier research focused on Spanish Poetry, field where she contributed with many lectures and scholar papers, and also with an intelligent website for chatting in poetry language (https://www.abpoesia.com/) and promoting creative writing among students. More recently, she has focused on the study of assessment in Higher Education, cooperative learning, collaborative review processes, teaching and learning of spelling, vocabulary, grammar… (in Spanish as L1). She is also currently conducting research about literary education, symbolism in literature, character constructions, children's animation movies, etc. As a poet, she won important literary awards and she signs her poetic works as Elia S. Temporal: 180º, Al nord amb els teus ulls, a/brazadas, 2/3... She is the director of the research group TALIS and also of several international conferences (XXIX AEGS, CICELI). She is a member of the research groups MiRed and PoGEsp. She has 3 teaching 5-year terms and 3 research 6-year terms recognized by the CNEAI.

Sandra Soler-Campo, University of Barcelona, Barcelona, Spain sandra.soler@ub.edu

Doctor in Music Pedagogy and Musicology. She holds a Degree in Music teaching and English, a Master in Kodály Music Pedagogy from the Liszt Conservatory (Budapest) and a Master's degree in Research and Gender from the Jaume I University (Castellón). She has been professor at all educational levels and has taught at various universities since 2017, such as the International University of La Rioja or the Open University of Catalonia. Since 2017, she is professor at the University of Barcelona, where she obtained a position as a lecturer in the Department of Applied Didactics (music section) and participates with the ESBRINA Research Group, a group with a renowned track record recognized by the Generalitat of Catalonia. She is the author of various papers and chapters of scientific books published in JCR and/or SCOPUS journals, highlighting her interest in music pedagogy and gender issues related to education. She has also get a six-year period of research recognized by AQU.

Rocío López-García-Torres, University of Barcelona, Barcelona, Spain rocio.lopez@uchceu.es

Rocío López-García-Torres holds a degree in Psychology and a PhD in Educational Sciences from the University of Granada. She is a professor of developmental and educational psychology in the Department of Educational Sciences at CEU Cardenal Herrera University, where she is currently the director. Her teaching, research, and management work is accredited as a Professor with a PhD and a Private University Professor by the Valencian Agency for Evaluation and Prospective Studies (AVAP) of the Ministry of Innovation, Universities, Science and Digital Society of the Valencian Regional Government. She also has a six-year research period recognized by the CNEAI (Central Council of Valencian National University) (2017-2023). She collaborates with the TALIS Research Group at the University of Valencia. Her research interests include the values of education, coeducation, gender issues and their manifestations in children's fiction, and other cultural and social realities that impact educational contexts, such as school violence. This includes contributions to national and international conferences, articles published in scientific journals, and book chapters in which she appears as an author. She is also a member of the research team for the project "SOCIOEMOVE: Development of socio-emotional skills in virtual exchanges," a 2023 Knowledge Generation Project of the State Plan for Scientific, Technical and Innovation Research 2021-2023 (Ministry of Science, Innovation and Universities).