Feminização na formação de professores no curso de Pedagogia nas instituições de ensino superior: um olhar sobre os desafios da figura masculina no lócus da educação infantil/anos iniciais

Abstract

The present work had the general objective of analyzing the professional performance of male teacher in Early Childhood Education / initial years, as well as reflecting on the process of feminization of the teaching profession, which culturally establishes the teaching profession as being generally occupied by women. The method developed for this study was qualitative exploratory research, and for data analysis the Bardin content analysis technique. It can be seen from the studies carried out the difficulty of breaking some fixed patterns and with static identities of the male figure in early childhood education / early years. In this sense, the pedagogical exercise is under the mainstay of utilitarian conceptions and practices that expose to understand the performance of men in teaching with children as professionals of education. The findings of this study lead us to understand that the protagonists of this study believe that in the case of a teaching profession, women have a profile to teach children and men to teach older students or adults. We hope that this study can contribute significantly to improving the quality of education, regardless of gender.