O planejamento curricular aplicado na construção da representação de gênero na educação infantil

Abstract

The present work, which uses the narrative methodology, understood as a way of understanding the human experience, where it is a study of lived and told stories, because as Sahagoff emphasizes (p. 1): “a true narrative research is a dynamic process of living and telling stories, and reliving and retelling stories, not only those that the participants tell, but also those of the researchers”. Therefore, this text aims at a discussion and the awakening of reflections on the formation of gender identities in early childhood education, analyzed from the perspective of the school curriculum and gender theory according to renowned authors on the subject, with emphasis on the discussions of Joan Scott and Sandra Bem. Realizing the importance of debating gender in early childhood education observed from experiences of internships lived in the initial stage of early childhood education, it discusses how educators are Building children's identities and how social media bring significant influences in these constructions. By deliberating games and actions planned for specific genres, we create blocks and limits in the educational formation of children, with emphasis on early childhood education, where we are starting the process of forming personalities, thoughts, positions and understandings of oneself, the other and the world. This work was carried out with the objective of reflecting the importance of the school curriculum in structuring the construction of gender (specifically female and male) in the experiences lived in early childhood education within the school institution; understanding early childhood education as a primordial space in the full development of the child, it is possible to build a respectful education that welcomes the skills and competences established for this stage, allowing the full development of children in a free and welcoming way. We are increasingly faced with the influence of the social environment and media actions that directly interfere with educational training. The work revolves around emphasizing the importance of gender discussion in early childhood education, reflecting on how the idea of feminine and masculine is constructed within the space of educators, children, family and society, in order to understand how we can contribute to this educational transformation and the importance of continued teacher training to implement these changes. We have the theoretical support of Scott (1986, 1995,1998), Bem (1981), Moreira e Candau (2007), Farias (2022), Arroyo (2005), dentre outros autores e documentos que norteiam a educação no Brasil, como a BNCC (2017).