Reflexos da feminização do magistério na contemporaneidade: a ausência de docentes do gênero masculino na educação infantil da rede municipal de educação de João Pessoa-PB

Abstract

Early Childhood Education (CE) has historically been configured as a female space in which the male figure was rejected in the school environment. Since this place was marked by gender relations, since, over time, these have marked different fields of activity for male and female teachers. The work discussed had the general objective of understanding the reasons for the predominance of the female gender in Early Childhood Education and the causes of the absence of the male gender at this level of education. And, as specific objectives: Discuss the historical process of feminization of teaching in Brazil; Understanding gender relations in the school space, especially in the fields of professional practice for teaching in Early Childhood Education; And, finally, to analyze the factors of the absence of the masculine gender in this level of education. For this purpose, this research followed the qualitative approach with emphasis on a case study - carried out in a CREI in the city of João Pessoa - we used bibliographic and field research as methodological procedures, as well as semistructured interviews as a data collection instrument, in addition to we use thematiccategorical content analysis as a data analysis technique. The results show that in the CREI school space and in the field of work in the Teaching of Early Childhood Education, it is permeated with historical, cultural and social aspects regarding men at this level of education, collaborating with the mentality built in educational discourses about teaching being exclusively thus, it became the non-place of men in Early Childhood Education.