Gênero, Infância e Escola: perspectivas etnográficas sobre o trabalho docente com crianças

Abstract

How does the teaching activity organize the conceptions about gender and sexuality put by children in their narratives and observations about the adults’ world? This central question guides this dissertation, which aims to study the conceptions about gender and childhood present in the initial schooling process of a public school in the municipality of Mamanguape, located on the North Coast of the state of Paraíba, Brazil. The research consisted of an analysis of the Pedagogical Political Project (PPP), formal interviews, informal conversations and field observations of everyday school life, in order to examine the notions of “care” and “needy”, “gender” and “generification”, and the sexual division of labor among teachers, as well as their professional training. It results, therefore, in the understanding of teaching activity as a didactic space, producer of reflexivity, discourses and subjectivities about children's bodies and the social context where they live, established from daily debates about boys and girls, games, violence and care, without ignoring, for this, the active presence of children themselves.