Discursos de professor/as da educação infantil a respeito das relações de gênero: um olhar para os “cantinhos” pedagógicos

Abstract

The present research has as its theme the teachers’ speeches on Early Childhood Education regarding gender relations: a look at the pedagogical “corners”. Therefore, we list as a general objective to analyze the speeches and practices produced by the teacher regarding gender relations in the pedagogical “corners” in Early Childhood Education. Besides, we outlined the following specific objectives for the development of the research: a) (re) thinking about the speeches that circulate between the teacher about being a man and a woman in the teaching of Early Childhood Education; b) identify how teachers' pedagogical discourses and practices are structured for the training of child subjects, with a gender view; c) understand the discursive practices, how the teacher thinks, organizes and uses the spaces (pedagogical “corners”) and toys for boys and girls. The theorising adopted in this research are feminist studies, from some authors such as Bujes (2001; 2007), Paraíso (2014), Louro (1997, 2004), Finco (2003, 2005, 2010), among others, and permeated Foucault's perspective in which the discourses as practices sustain the regimes of truth and there is an intimate relationship between power and knowledge, as well as, some elements of the discourses, the utterances, the subject, the discursive practices. This research has a qualitative character and for data collection, semi-structured interviews were conducted with one teacher and five teachers of Early Childhood Education in the public school network of Ponta Grossa. Regarding the speeches and practices, the teachers present the female teacher as something naturalized and watch male teachers, distinguish preferences, behaviors, and abilities according to the sex of the children, they are afraid of violations of the current rules. and treat them as cases, the spaces of interest and learning are thought and built with an adult-centered and gendered look, under a naturalized and normalizing surveillance. Discursive practices control children's bodies and reinforce gender differences in the pedagogical “corners” of Early Childhood Education. Pedagogical “corners” could be a possibility for gender equity, however, they reinforce gender differences between boys and girls through discourses and discursive practices. By expanding the discursive possibilities regarding gender, a space for plural experiences and discoveries is possible, not just reproducing gender inequalities.