The Home Skills project aims to develop autonomy and increase the self-confidence of students at São Francisco de Assis School (CSFA)[1]. The first edition took place in 2018 through the initiative of clinical psychologist Melissa Doroana Mendes and pedagogical coordinator Beatriz Soeiro.
In February, I had the opportunity to visit the school and talk with Melissa about the projects she's involved in. In this text, I'll share her perspective on Home Skills. She noticed that some students in the 1st cycle (1st to 4th grades, with children between 6 and 9/10 years old) had low self-esteem and were dependent on their parents, needing their assistance for basic tasks like tying shoelaces and bathing. This low self-esteem also negatively influenced the students' behavior at school, resulting in low frustration tolerance and irritability. The project arose from the convergence of the psychologist's observations and a proposal from a student's mother:
This Project was born from the suggestion of a mother of a student from São Francisco de Assis School (CSFA), who became aware of a school in Vigo (Spain), which teaches young males to perform basic household tasks such as cooking, ironing, and cleaning the house, making them understand that these tasks are not exclusive to women, nor is there a 'natural' relationship between domestic work and the female gender. (Education for Gender Equality - Home Skills Project)[2]
Source: Maestrina based on the document Education for Gender Equality - Home Skills Project
The project
Home Skills consists of 3 stages and begins with a debate during the class assembly. This is a current practice at the school, as explained by coordinator Beatriz:
School Assemblies take place once a month and have as their main objective to create a moment with the 4 classes, where projects or works carried out, suggestions or relevant situations to be improved with the democratic intervention of all are shared. For this, we have a box, called the Suggestions Box, which is accessible to all students and staff, where suggestions or requests are placed, which are read and discussed in these School Assemblies.
During the debate, it is possible to understand the social representations that students have regarding household and familial tasks.
The responses obtained point to the inequality in the quantity and nature of tasks performed by the father and mother, a model that children learn and may reproduce in their adult lives. (Education for Gender Equality - Home Skills Project)
In the second phase of Home Skills, questions are added regarding students' perception of the differences between the social roles of the female and male genders, their contributions to household chores, and possibilities for change. Through the responses obtained in previous editions of the project, the creators realized that:
[...] at early ages (6-9 years, in the present case), children show, from a conceptual point of view, a sense of justice and equity regarding gender ideology. (Education for Gender Equality - Home Skills Project)
In the third stage, children learn various household tasks in practice. Once a year, Melissa sets up a pretend house in the school's reception room. There's a kitchen, laundry room, bedroom, and even a garden. At each workstation, tasks related to that space are taught. The groups of children rotate through each station, learning to prepare meals, hang up, gather, and fold clothes, make the bed, and even iron. In the descriptive document about Home Skills, there are suggestions for household tasks indicated for each age group[3], as children gain expertise, they become more motivated to learn new tasks and can acquire new skills. The project had a high adherence rate from the students and was recognized by the Escola Amiga da Criança (Child-Friendly School) as the best project in 2023, receiving LeYa books as prizes and donations from the partners involved in the initiative. This year, CSFA received the Escola Amiga da Criança [4] seal.
We know that the division of tasks at home can convey to children an image of the main functions expected of men and women at home, during adult life. Parents are always dominant influences on their adult children's beliefs about gender equality, and there is evidence that the intergenerational transmission of gender ideology is related to social learning. (Education for Gender Equality - Home Skills Project)
Source: Unsplash[5]
Invisible work
Research on women's invisible and unpaid domestic work has been gaining prominence in the media. Studies indicate a significant disparity in the amount of time women and men dedicate daily to the maintenance and care of the home and family. Originating from Western Europe and perpetuated by patriarchy, gender norms have placed women in the role of caregivers, reinforcing the notion that they are naturally nurturing and protective. The disproportionate dedication of women at home limits their time and energy for other social roles, resulting in physical and mental exhaustion, as well as financial dependency. It is urgent to promote equitable division of domestic labor, regardless of gender, and to deconstruct existing gender stereotypes:
The persistence of these patterns contributes not only to gender inequality but also to the overload of women in the care sphere, exacerbating existing disparities. Traditionally, women have been associated with characteristics such as sensitivity, passivity, gentleness, and tolerance, which are often related to teaching, caring, household activities, and motherhood. On the other hand, men have historically been linked to attributes such as leadership, aggressiveness, physical strength, logic, and daring. It is understood that these stereotypical perceptions not only limit individual possibilities but also perpetuate gender inequalities by reinforcing predefined expectations. It is important to recognize and challenge such stereotypes, promoting the idea that skills and characteristics do not have a gender, allowing everyone to explore and fully develop their potentials regardless of traditional norms. (CARMO and CANHEDO, 2024, p.7) [6]
The National High School Exam (ENEM) [7] in 2023 led 2.7 million students[8] to reflect on and discuss "Challenges for confronting the invisibility of care work performed by women in Brazil." Participants highlighted the role of the State in addressing the issue, through the creation of fairer laws, enforcement of compliance with these laws, psychological and financial support to women in situations of emotional and financial vulnerability, and investments in education.
[1] I visited São Francisco de Assis School at the invitation of pedagogical coordinator Beatriz Lameiro Soleiro. The school is located near Lisbon: in Porto Salvo, a Portuguese village that serves as the headquarters of the Parish of Porto Salvo in the Municipality of Oeiras.
[2] Document produced by Melissa Doroana Mendes and Beatriz Lameiro Soleiro after the first edition of the Home Skills project in 2018. It includes information about the project, theoretical foundations, and results obtained.
[3] List of household tasks recommended for children according to age. Available at: https://www.e-konomista.pt/lista-tarefas-domesticas-filhos/. Accessed on March 1, 2024.
[4] A joint initiative of CONFAP (Confederação Nacional das Associações de Pais /National Confederation of Parents Associations), LeYa, and psychologist Eduardo Sá, aimed at distinguishing schools that conceive and implement extraordinary ideas, contributing to a happier development of children in the school environment and essentially sharing these good practices.
[5] Photograph by Brooke Lark. Available at: https://unsplash.com/pt-br/fotografias/menino-na-camisa-cinza-de-manga-comprida-bebendo-da-garrafa-UX87Pz74ukY. Accessed on March 21, 2024.
[6] CARMO, V. F. do; CANHEDO, N. Valorizando o invisível: reconhecimento do trabalho doméstico não remunerado feminino na decisão da 12ª câmara cível do tribunal de justiça do Paraná. Revista JRG de Estudos Acadêmicos, Brasil, São Paulo, v. 7, n. 14, p. e14965, 2024. DOI: 10.55892/jrg.v7i14.965. Available at: http://revistajrg.com/index.php/jrg/article/view/965. Accessed on March 19, 2024.
[7] An exam intended for students who have already completed high school. With the scores from ENEM, students can enter higher education through programs of the Ministry of Education (MEC).
[8] Numbers released by the Ministry of Education (MEC) and Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira/the National Institute for Educational Studies and Research Anísio Teixeira (Inep). Available at: https://www.gov.br/mec/pt-br/assuntos/noticias/2024/janeiro/divulgados-resultados-do-enem-2023. Accessed on March 19, 2024.
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