Estudo introdutório sobre o discurso de alunos de pedagogia da UFPB acerca de professores do gênero masculino na educação infantil

Abstract

The study deals with the insertion of male students in Early Childhood Education. Observing at all the supervised stages that I was present, and not finding any male teacher as a teacher, I had the curiosity to know if the male students of the pedagogy course of the Federal University of Paraíba face some kind of prejudice related to the choice of this also seeking to know if they are willing to face any kind of prejudice existing in the academy or outside it, in order to exercise the role of teachers in Early Childhood Education. To present the research I divided the monograph into five chapters. In the first one I tried to bring a summary about Early Childhood Education in Brazil, aiming at the historical context of how the first kindergartens came to the care of the children, showing that the pedagogue is also enabled to practice this function. In the following chapter the concept of gender is presented, seeking to inform the reader what is and what this term refers to. In the third chapter, I dealt with the difficulties encountered by students because of their sexual orientation, seeking to question the prejudice involved in this issue and bringing a counterpoint to avoid this conflict. In the following chapter I approached the hegemonic masculinity, evidencing that the masculine gender still prevails in the main professional positions of the society. In the fifth and last chapter I presented the reflections on the relations of the male teacher who works in early childhood education and the school community, I have exposed a few percentages on the number of male teachers in Early Childhood Education, the difficulties they encounter in the school community when they begin to act, such as prejudice and the ability of the educator man to perform this function.