Relações de gênero na educação: a docência masculina na educação infantil

Abstract

This work analyzed male teaching in early childhood education, where we talked about the performance of male teachers, in a professional area considered for many decades as a space for women, that is, we seek to show the performance of these professionals and their vision of teaching in classrooms in the early childhood education stage based on the works of Scott (1995), Louro (1997), Almeida (1998), Nolasco (1993), Carvalho (1998) among others. Methodologically, this research is based on a qualitative approach as we consider the best way to perceive the reality of the researched subjects and the phenomena relevant to this study that may occur through their actions. First, we carried out a bibliographical review on the subject and then we carried out semi-structured interviews with teachers who work or have already worked in early childhood education in municipal schools in Marabá-Pará. Based on the analysis of semi-structured interviews, we also consider the conception that these professionals have of themselves and the relevance of their work at this stage of basic education. In addition to the questionnaires, data from the School Census on the number of male teachers in 2020 contributed as a research source. active in the professions and the denaturalization of the feminization of teaching involves much more than just breaking gender boundaries, but also valuing the teaching profession.