Redesenhando estereótipos: concepções e práticas de docentes homens na educação infantil

Abstract

Early childhood teaching work "naturalized" from the perspective of gender as a space reserved for women's practices. However, although it is a minority group, it is observed that it has gradually increased the number of male teachers who decide to deal directly with the paradigmatic issues that cross the sexual division of labor and the hegemonic notions of masculinities and choose to face the stigmas that pertaining to male teaching in Early Childhood Education. The present study aims to analyze how the social construction of male teachers that work in Early Childhood Education, reflecting on how the social crossings related to the perspective of gender relations influence in this process. As a qualitative research, we will use as a methodological tool the application of a questionnaire with open, closed and dependent questions in order to understand the teaching identity of seven professionals who work in Child Education in four municipalities: Japeri, Nova Iguaçu, Queimados and Rio de Janeiro. The information analysis aims to correlate the data obtained in this study with the theoretical reference in the field of gender relations that subsidizes the problematizations that constituted the structuring of the research. In view of this scenario of tensions and conflicts, we intend to emphasize the importance of enabling young children to have an emancipatory education in terms of diversity of activities focused on professional qualification and free of labels. Early Childhood Education needs to break with the stereotypes that stigmatized it over the years so that its practices and the agents that work in it can be thought in the professional scope, only in this way we can achieve the establishment of a more just and inclusive society.