Brinquedos e brincadeiras na educação infantil: um espaço para a equidade de gênero

Abstract

This research had as its theme the education aimed at gender equity in Early Childhood Education. With the aim of analyzing whether the teachers of two 2nd period classes at a Municipal Children's Education Center (CMEI) in Manaus perceived the school as an adequate space to work on gender equality based on children's toys and games. For this, we sought to identify how they conceived gender equity; their expectations regarding toys and games for girls and boys and the spaces for games were used for an education that promotes gender equality. The qualitative study carried out was characterized as a case study, with data collected through participant observation in the classes and open semi-structured interview with two participants. The results indicated that there was no theoretical knowledge about gender equality on the part of the teachers and that, although there were signs of traditional expectations around the female and male gender in the choice of toys and games, the pedagogical proposal and the teaching methodology of the place , which privileges children's freedom, would be contributing to changes in these representations and providing, albeit not consciously and intentionally, a space for the promotion of gender equality in the classroom.