As discussões de gênero na educação infantil a partir das propostas curriculares

Abstract

This work aims to analyze the gender approach in Early Childhood Education in the national and Paraíba state curriculum guidelines. To this end, it seeks to answer the following question: what are the guidelines on the gender approach in the Brazilian curricular documents and in the document of the Paraíba Curricular Proposal for Early Childhood Education? It is a qualitative and documentary approach, whose sources are the documents that guide the work in Early Childhood Education: National Curriculum Reference for Early Childhood Education (RCNEI / 1998), National Curricular Guidelines for Early Childhood Education (DCNEI / 2009), Base National Common Curriculum (BNCC / 2017) and, mainly, the Paraíba Curricular Proposal (PCPb / 2018), specifically focusing on the stage of Early Childhood Education. The methodological procedure was content analysis of these documents regarding the gender approach in this stage of education. The analysis of the documents points to a shift from a specific emphasis on gender inclusion (towards the non-differentiated socialization of children) to the generic emphasis on respect and appreciation of singularities and diversity, as in the case of PCPb / 2018. Even so, it is possible and desirable to work pedagogically towards gender equality and equity. When discussing the importance of including the gender issue, among other issues of cultural diversity, in Early Childhood Education, the work aims to draw attention to the importance of not reproducing binarisms and stereotypes of sex and gender in curricular and pedagogical practices since this stage, with a view to tackling and overcoming gender inequality in schooling and social life. It also argues that the gender issue must be present in the pedagogical training curriculum.