Gênero e brincadeira em cena na escola

Abstract

This paper addresses the relationship between gender and play in school. The main objective of this paper is to show how gender inequality is contested and maintained by children living in the collective and public environment of a Água Branca Municipal School - AL. The theoretical framework covers authors such as Kishimoto (1999), Sommerhalder and Alves (2011), Finco (2008), Louro (1997, 2002), Rosemberg (2001) and others. A bibliographic study was conducted, and observations were also made in the classroom and in the school yard so that we could analyze and reflect on the gender roles present in that context. The aim of the empirical research is to analyze the first impressions of gender in early childhood education, to understand how gender relations are worked in the classroom in the interactions between the educators and the children and to identify if the educators ) and children manage play based on the gender of the child. The research was conducted with a multiseriate class that attends kindergarten and 1st year of elementary school, of children aged 4 to 7 years. The field research took place in the months of May and April of 2019, in the morning period, lasting two months of observation. From the theoretical study and data survey, we divided the research analysis into three categories: a) Teaching action; b) a joke; and c) Gender roles. I found that in this class, as in school, there are no educational activities to deal with gender inequalities and the children showed that in addition to school, the family also reinforces gender stereotypes in play. However, it is noteworthy that some boys and girls escape these norms and produce nonstereotypical scenes in school.