"Por que esse lugar não me pertence?": a presença do homem na educação infantil

Abstract

The present study aims to analyze the significant presence of men in the teaching profession within Early Childhood Education. Its primary goal is to uncover and challenge the gender stereotypes that have historically permeated this educational segment, emphatically highlighting the urgent need for diversity in order to create a truly enriching and inclusive pedagogical environment. The discussions on this topic are supported by the works of authors such as Louro (1997), Carvalho (2011), Scott (1995), and Vianna (2002), who explore gender, masculinities, and Early Childhood Education. For this purpose, a semi-structured questionnaire was administered to 19 families from the Colégio de Aplicação Básica at the Federal University of Paraíba. The research emerged from an experience in Early Childhood Education. The main findings indicate that the majority of the interviewed families view the presence of male educators as a positive factor in solidifying an egalitarian education free from inappropriate social constructs. In light of this, this study not only contributes to a broader and more substantiated understanding of the role of men in Early Childhood Education but also eloquently underscores the vital importance of deconstructing gender stereotypes for the effective advancement of inclusive education and the guarantee of equal opportunities for both men and women, regardless of gender or other social categories, who wish to work in this educational stage. Throughout this text, drawings received during my journey in Early Childhood Education will be highlighted as a way to conclude each chapter.