Feminização do magistério: uma questão de relações de gênero

Abstract

This work aims to analyze some representations of gender that involves the feminization of teaching and teaching in the initial grades of elementary school I, especially, the representations that generate discrimination that affect men working in the profession. Socially defined as feminine, this profession carries representations that can differentiate practices and choices, by associating the magisterium with the feminine, claiming that male teachers would be out of place. From questionnaires and interviews with students of the Pedagogy course of the Federal University of Paraíba (UFPB), we examine, therefore, what are the representations of gender that circulate in relation to the feminization of teaching and teaching in the initial grades of elementary school I, whether there is discrimination in relation to this teaching practice, as well as whether men entering the profession are bereft of prejudices and would help to reduce gender discrimination. With exploratory research of a bibliographical nature and a descriptive-quantitative method for data collection, it is verified that the simple fact that there is a male teacher in classrooms can provoke several gender representations. In this sense, teachers may or may not try to break such representations, which happened to some of the participants in this investigation. Even though they suffer from prejudice, however, many take advantage of the advantages of masculinity in society to deconstruct patterns and gender relations in teaching. With these questions, the presence of male teachers in the initial grades is discussed as a way of inserting gender issues in education, demonstrating to the children in the school that the man can also choose this activity successfully and evidence that the aptitude for the teaching does not depend on gender.