A atuação e perspectivas de professores homens na Educação Infantil

Abstract

The study presented here brings a reflection on the performance of male professionals as teachers in early childhood education, as well as a historical contextualization of the role of women and men defined socially. The aim of the research is to understand why, even today, the teaching performance focused on the initial years and constituted mainly by women, even though they have no obligation, in official documents, to place them as more able to perform this function. A historical record of the emergence of daycare centers and preschools in Brazil is made, describing for what purposes this level of education arises and to whom it was aimed at first. The work brings some weightings regarding the division of work by gender, specifically in teaching practice, in which society tends to naturally see female performance and with distrust and prejudice to that of men. The research conducted sought through the application of questionnaires and interviews with the students of the pedagogy course of UFT / Arraias, to know the profile of these students, the reasons for choosing the course, their training trajectories and perspectives for future performance as pedagogues. The methodology used aims to go deep in the subjectivities of the research subjects, paying attention to the knowledge and their behaviors in view of socially established aspects. The study itself aims to demystify the common sense that the environment of early childhood education should be restricted to women as educators; the deconsolidation of gender patterns, which defines functions having the sex of individuals as premise and the possibility of a greater insertion of professional men in this follow-up of education, because it is not found any evidence that put them as less capable of caring and educating.