Autoconceito de gênero em crianças da educação infantil

Abstract

This study aimed to analyze the development of the self-concept of gender in children of early education at Escola de Educação Básica of Universidade Federal da Paraíba in free interactions with their pairs. A qualitative approach was conducted during the second half of 2013, using participant and non-participant, observation of groups of girls, groups of boys and mixed groups. Content analysis was the analytical procedure used, including speech, physical and spatial movements. In order to addren the following guiding questions: Children express the self-concept of gender in free interactions? Children show a construction of gender inequity and gender typification? It was found that children in early education already reproduce inequalities between the sexes, and that the major contributors to the construction their self-concept of gender, are the closest adults: teachers and caregivers in the school, father and mother at home. The data collected demonstrates that this construction is fueled by machismo, sexism heteronexim and homophobia, transmitted mainly through language, attitudes and behaviors. It was observed that children typify gender daily, classifying and discriminating locations, colors, toys, games, play, behaviors, spaces and tasks according to each sex, reinforcing thoughts and values imposed by the hegemonic cultural models of femininity and masculinity, internalizing and reproducing gender inequity. Therefore, in order to in order deconstruct these relations, language identities and self-concepts, the school needs to be a plural space, question and making overcome pomible to such disparities and discrimination. The school can be a site of gender equality and equity through a non-sexist education.