Narrativas de professores/as da educação infantil sobre as questões de gênero nas práticas pedagógicas

Abstract

The present study aimed to investigate gender perceptions in the narratives of early childhood teachers and how pedagogical practices are thought for children and whether they make it possible to problematize gender issues in the school context by listening to teachers who work in educational contexts. , so that we can compose the final work of the Specialization Course in Gender Studies at the Federal University of Santa Maria. To elaborate this work, two important moments were used: the first with a theoretical survey on the concept of gender and the second, the application of a questionnaire with open questions as an instrument of data production and we seek to review some of the theoretical concepts of gender studies developed by Louro and Finco (2003). As it presents the perspective of a qualitative research, it was intended to analyze qualitatively the situations narrated by Early Childhood Education teachers about their pedagogical practices linked to gender issues. Thus, instruments for the production of the research data were the application of a questionnaire with open questions, sent via e-mail, and a reflexive analysis of the responses of the two teachers and the professor, subjects of the investigation in question. In this sense, this work brought us the possibility of thinking about the importance of teacher training and the need for gender studies in teacher training, it enabled us to understand that this is a complex process, which requires a change in society and thus welcomes the difference and fight for a just, respectful and equal rights society.