Cultura patriarcal em imagens visuais na literatura para a educação infantil

Abstract

This study aimed to semiotically analyze the visual images of illustrations in one of the books available for Early Childhood Education in the National Program of Textbooks (PNLD) of 2022 - literary edition. It is a bibliographical research that navigates through the field of semiotics, according to Santaella (2012) and Peirce (2008). This research stems from the observation of how children construct concepts and ideas from their reading of the world, and their attention to and appropriation of images, before learning to read words, especially in the school environment, where they are exposed to various new themes and consider this space as open for discussion. To do this, we used the concept of visual image presented by Carlos (2010 and 2015) and Sardelich (2006) in dialogue with authors Santos and Saito (2020), Silva and Ribeiro (2017), on literature in Early Childhood Education. With Barbosa (2004), Jacome and Pagoto (2009), Gibim (2019), and Seixas et al. (2020), we engaged in discussions about gender issues and patriarchal culture. This dialogue considered guidelines on approaching literature in Early Childhood Education according to normative documents for this stage of education, such as the National Common Curricular Base (BNCC), and the National Curricular Guidelines for Early Childhood Education (DCNEI). The semiotic analysis of the visual images in "Mamãe foi trabalhar" ("Mom went to work") by Solimar Silva (2013) suggests the reproduction of patriarchal structures in family organization, showing an unequal division of labor and reinforcing gender stereotypes through visual signifiers that reference how women are culturally imposed to care for children and household chores, even if they also work outside the home. It is concluded that the visual images in the analyzed children's book tend to contribute to the maintenance of the patriarchal system.