Docência na educação infantil: reflexões de um estagiário do sexo masculino

Abstract

My research was based on my experiences in the Institutional Scholarship Program of Scholarship Program (PIBID) and participation in the Teaching Assistance Program (PAD) of the Assistance Program (PAD) of the Laboratory for Teaching, Research and Transdisciplinary Experiences in Education (LEPETE). The topic was chosen after reflecting on the fact that male students end up encountering in the field of Early Childhood Education, a context that is not always favorable to their since, historically, it has been understood that in order to work in this area it is almost almost extremely necessary to "be a woman", considering that she would have "natural" qualities necessary for working with children. From this from this, the aim was to carry out a qualitative study of a narrative nature, based on experiences during my undergraduate studies, with the aim of understanding the challenges faced by male teachers in Early Childhood Education. To the aim was to identify aspects of heteronormative culture that limited my work in Early Childhood Education and to point out the challenges to be faced in male teachers in this area. The results pointed to the stigma in relation to male performance in the field of Early Childhood Education, since the heteronormative the heteronormative standard dictates that this is not an appropriate area for men. him. The female teacher, compared to a mother, with a natural tendency to would be a born educator, a second mother. This thinking has contributed to the devaluation of the field and its low salaries, since in it professional practice is a kind of donation. It is clear that gender studies the discussion on the subject, rethinking prejudice and focusing on the development of the development of competencies for both men and women to work in working in Early Childhood Education. KEYWORDS: Early Childhood Education; Gender; Male Sex.