Gênero na educação infantil: uma pesquisa com docentes do município de Maceio, AL

Abstract

The present research, entitled Gender in Early Childhood Education: a survey with teachers from the city of Maceió, AL, has the general objective of investigating the meanings attributed to gender themes by Early Childhood Education teachers who work in the Municipal Early Childhood Education Centers of the public network of Maceió, AL. It is assumed that these conceptions guide educational practices, directly impacting the daily lives of boys and girls from the first years of life. This is a qualitative research, focused on a case study, whose data collection was carried out through questionnaires, interviews and analysis of pedagogical projects and plans of teachers from two Municipal Early Childhood Education Centers, linked to an administrative region of the city of Maceió. The central question that guides this study is: What are the meanings attributed by teachers to the work with gender in Early Childhood Education? In this context, we dialogue with the pertinent literature, including official documents and academic productions that deal with gender, early childhood education and teaching. Articles, theses, and dissertations published between 2019 and 2023 were analyzed, all related to gender concepts in the context of Early Childhood Education. The theoretical framework includes studies by authors such as Corsaro (2009), Nascimento (2011), Buss-Simão (2012), Coll Delgado (2013), Pereira (2013), Finco, Gobbi, and Faria (2015), Silva and Finco (2020), Prado and Anselmo (2019), Alvarenga and Vianna (2021), among others. Data analysis followed the methodological approaches of Bardin (2011) and Gil (2010), through content analysis. The research results revealed a weakness in the conceptual construction of teachers on the topic of gender, in addition to highlighting the need to include formative content on gender in Early Childhood Education, both in undergraduate courses and in continuing education. Teachers also highlighted the importance of training that helps them develop educational practices focused on gender issues, preparing them to engage in dialogue with children, other education professionals and families, strengthening and expanding the debate on the topic.