Gênero e docência na educação infantil: uma revisão de literatura

Abstract

This article addresses gender and teaching in early childhood education, focusing on the image of educators who work in this crucial phase of school development. The research begins with the following question: What are the main gender constructions identified in the literature, from 2020 to 2024, that addresses the pedagogical practice of female educators in early childhood education? Based on this question, the following general objective is: to understand the gender constructions present in the literature on the pedagogical practice of female educators in early childhood education, from 2020 to 2024; and the following specific objectives: to map how the academic literature describes the influence of female educators' gender identities and experiences on their pedagogical practices in early childhood education; and to identify the different perspectives on gender in the context of early childhood education and the role of female educators. Methodologically, this work falls within the field of qualitative bibliographic research. Data collection was conducted in the Scientific Electronic Library Online (SciELO) database. The search was conducted using combinations of the following key terms: "Early Childhood Education and Gender," "Teaching and Early Childhood Education and Gender." The final sample consisted of nine articles that formed the basis for a critical analysis of gender representations and experiences in early childhood education teaching. The literature review allowed us to map the gender constructions present in educators' pedagogical practices, highlighting issues related to the reproduction of gender stereotypes and the role of educators in deconstructing these stereotypes. Most of the reviewed articles focused on theoretical approaches, lacking empirical studies that could deepen the understanding of the implementation of pedagogical practices that consider gender issues in daily school life.