Gênero e educação: o que pensam os professores homens sobre a sua inserção e atuação em instituições de educação infantil

Abstract

The objective of this work is to identify how the process of insertion of the male teacher in early childhood education takes place, in order to understand the possibilities and difficulties encountered by male teachers for their insertion in early childhood education institutions and in their daily teaching process. For the development of the research, we brought as guiding questions: How is the insertion and performance of male teachers in early childhood education institutions? What difficulties and facilities did they face in this process? The methodology used was of a qualitative nature. As a theoretical reference we used studies by Scott (1998); Maple (2001); Sayão (2005); Pino (2005); Finco (2007); Moretti and Moura (2010); Eliot (2013); Louro, Felipe and Goellner (2013); Blonde (2014, 2015, 2018); Pietro and Muñoz (2020); Duarte et al (2022); which supported the work. In order to capture research participants, we chose to use a questionnaire that served as initial contact with the subjects, who were invited to a virtual interview, following a previously structured script. The data were examined through interpretive analysis, which consists of perceiving the data as something that is analyzed in process, inter-relating the data obtained with the theoretical principles adopted. Through the thematic axes we can identify the following considerations: there are many difficulties for the insertion of male teachers in early childhood education, and even the existence of the evaluative screen and the estrangement, are important factors for male performance, these should not be a reason for distancing from men, as we consider that this space should be occupied by both men and women so that the constitution of boys and girls is done in an integral way, because children, when they realize that there are men and women there, will start to appropriate that both a how the other can perform the functions of care by eradicating gender stereotypes. At the end of the work, we consider, both from the literature and from the teachers' testimonies, that there are many difficulties for the male teacher to be inserted in early childhood education and, even if there is an evaluative scrutiny and estrangement, it should not be a reason for men to stay away from teaching with children, because this space must be occupied in a way that the formation of boys and girls is done in a broad way, because children, when they realize that there are men and women there, will begin to appropriate that both one and the other can perform such functions.