Professores homens: suas trajetórias na educação infantil
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Data
2020-02-05
Autores
Fávaro, Jéssica Daniele
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A educação infantil permanece como uma etapa da educação muito aliada a figura feminina, principalmente pelo entendimento, durante muito tempo na sociedade, de que as mulheres teriam as características biológicas necessárias para essa função, pensamento justificado principalmente pela crença no instinto materno. Em contrapartida, a ideia de ter um professor homem realizando cuidados corporais nas crianças pequenas ainda hoje é motivo de grande estranhamento e preocupação na sociedade. Considerando isso, o presente estudo buscou analisar, na ótica dos professores do sexo masculino atuantes na educação infantil, as suas trajetórias, as expectativas e desafios referentes à profissão por eles escolhida, de forma criar subsídios para desconstrução da ideia de “divisão sexual do trabalho” e o ato de “cuidar” como algo inerente apenas ao gênero feminino. Para a construção desse estudo foi realizada uma pesquisa de caráter qualitativo, através de entrevistas semi-estruturadas e uma roda de conversa com três professores homens que atuavam na rede pública de educação infantil de um município do interior do estado de São Paulo. Após a coleta dos dados, as entrevistas foram agrupadas, tratadas e analisadas em categorias de análise. Através das análises e do suporte teórico que as nortearam, verificou-se que a presença do professor do sexo masculino no espaço escolar, ainda gera certo estranhamento e medo, uma vez que as famílias assim como alguns membros da comunidade escolar sentem receio do trabalho desses professores para com as crianças. A pesquisa apontou que esses professores no cotidiano da escola, em ações de ensino aprendizagem e cuidado, precisaram provar de maneira muito exacerbada sua capacidade para o trabalho, pois muitas vezes tinham sua aptidão profissional contestada, principalmente no trabalho com crianças muito pequenas. Diante das análises e resultados revelados espera-se que o estudo possa contribuir para que os homens como professores no ensino infantil, tenha cada vez mais espaço de atuação no âmbito escolar, social, científico e acadêmico, superando o estranhamento que o trabalho pedagógico de ser professor de educação infantil causa em toda a comunidade escolar, de forma a possibilitar instrumentos de desconstrução da educação infantil como somente ser uma profissão feminina.
Early childhood education remains a stage of education closely allied to the female figure, mainly through the understanding that women would have the biological characteristics necessary for this function, a thought justified mainly by the belief in the maternal instinct. In contrast, the idea of having a man caring for young children is still a source of great estrangement and concern in society. Considering this, the present study aims to analyzing the perspective of male teachers in early childhood education main expectations and challenges regarding the profession chosen by them, in order to contribute to the deconstruction of the idea of "sexual division of labor" and the act of caring for something inherent only to the female gender. To achieve it, a qualitative research study was conducted through semi-structured interviews and conversation wheel with three men who have had the experience in public school’s early childhood education as teachers in a city, countryside of the State of São Paulo. After data collection, the interviews were grouped, treated and analyzed into analysis categories. Through the analysis and theoretical support that is guided, it was found that the presence of male teacher in the school, still generates some strangeness and fear, since families and some members of the school community feel fear of their work with the children. Research has shown that these teachers needed to prove very exacerbated their ability to work, in actions of teaching learning and care, because they often had their professional skills contested, especially in working with very young children. Given the analysis and results revealed, the relevance of this research resides in the fact it can contribute to the notion of men working as teachers in early childhood education, has more space in the scholastic, social, scientific and academic scope. Overcoming the strangeness of being a teacher in early childhood education subject causes in the scholar community, in order to make possible the deconstruction of early childhood education only as a feminine profession.
Early childhood education remains a stage of education closely allied to the female figure, mainly through the understanding that women would have the biological characteristics necessary for this function, a thought justified mainly by the belief in the maternal instinct. In contrast, the idea of having a man caring for young children is still a source of great estrangement and concern in society. Considering this, the present study aims to analyzing the perspective of male teachers in early childhood education main expectations and challenges regarding the profession chosen by them, in order to contribute to the deconstruction of the idea of "sexual division of labor" and the act of caring for something inherent only to the female gender. To achieve it, a qualitative research study was conducted through semi-structured interviews and conversation wheel with three men who have had the experience in public school’s early childhood education as teachers in a city, countryside of the State of São Paulo. After data collection, the interviews were grouped, treated and analyzed into analysis categories. Through the analysis and theoretical support that is guided, it was found that the presence of male teacher in the school, still generates some strangeness and fear, since families and some members of the school community feel fear of their work with the children. Research has shown that these teachers needed to prove very exacerbated their ability to work, in actions of teaching learning and care, because they often had their professional skills contested, especially in working with very young children. Given the analysis and results revealed, the relevance of this research resides in the fact it can contribute to the notion of men working as teachers in early childhood education, has more space in the scholastic, social, scientific and academic scope. Overcoming the strangeness of being a teacher in early childhood education subject causes in the scholar community, in order to make possible the deconstruction of early childhood education only as a feminine profession.
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Palavras-chave
Masculinidade, Gênero, Educação Infantil, Sexualidade, Masculinity, Gender, Early Childhood Education, Sexuality