Práticas pedagógicas e as representações de gênero em sala de aula: um estudo na educação infantil em escola pública.

Abstract

In the Brazilian educational context, despite the legal advances regarding the discussions on gender, many have been the obstacles to the realization of this theme in schools. This work was thought from the need to understand how the teaching pedagogical practices in the scope of Early Childhood Education, reinforce gender stereotypes or combat sexism through their performance in educational processes and in the formation of gender identity. Understanding that the school as a socializing space for concepts, concepts and practices, contributes to this construction, since it is in it that situations of inequality between men and women, boys and girls materialize, and these, in turn, materialize in the relationship with the teachers through the practices and are naturalized by the speeches and influenced by didactic materials, media etc. In terms of methodology, for data collection, systematic observation and direct interviews with the subjects were used, whose contents were analysed qualitatively and complemented with the Theory of Social Representations (TRS). The results demonstrate that teachers find it difficult to approach gender in the classroom and that there is a process of perpetuation of stereotypes of what it is to be a man and what it is to be a woman, in addition to the resistance in talking about other identities, although there are ruptures in sporadic activities, there was a need for training that instigates, problematize, and sensitizes teachers to systematically address gender issues in their pedagogical practices.