Trajetórias formativas, gênero e subjetividade: representações sociais de professoras da Educação Infantil

Abstract

Considering the expressive indicators of femicide, physical and emotional violence against girls and women, as well as discrimination resulting from LGBTphobia that has plagued the country in recent times and, paradoxically, the massive presence of conservative discourses that claim the silencing of gender issues and sexuality in the school context, and especially in Early Childhood Education, we seek in this research, based on Gender Studies and the Theory of Social Representations, to investigate how the meanings constructed by teachers who work in EMEIs (Municipal Schools of Early Childhood Education) guide their pedagogical practices, contributing to movements of rupture or reproduction of stereotypes. In consonance with these propositions, our general objective intended to unveil and analyze the social representations constructed by Early Childhood Education teachers about gender diversity. Based on the central objective, we present possible analytical approaches, seeking to contemplate the following specific objectives: revisiting the historical and social construction of the concept of gender, as well as its insertion in educational policies for childhood; to analyze how the social representations of gender of the teachers guide their pedagogical practices and identify the main training demands of the teachers with regard to gender issues, in order to build subsidies that include notes for continuing education, from the perspective of Human Rights. To enable the achievement of such objectives, we used the focus group as a methodology, discussing these issues with teachers from two educational institutions located in the extreme south of the city of São Paulo. The data obtained were analyzed in light of the theoretical assumptions of Content Analysis (Franco) to unveil the teaching voices, indicating consensus, divergence and alternatives for working with gender relations in the context of Early Childhood Education. The results indicate the coexistence of multiple discourses and practices and reveal movements, sometimes of transgression, sometimes of resignation on the part of the teachers regarding the approach to gender and diversity in childhood. They also highlight the need to strengthen school collectives, through training courses that make it possible to combat misinformation and confront the anti-gender offensive that we have witnessed in Brazil in recent years