Fotonarrativas de professoras da educação infantil sobre gênero: uma análise a partir das práticas pedagógicas

Abstract

The present paper shows a master’s research developed in the Postgraduate in Education Studies Program from the Universidade Federal de São Carlos (UFSCar) - Sorocaba Campus, linked to the research group Núcleo de Estudos e de Pesquisas sobre Narrativas, Formação e Trabalho Docente (NEPEN). The research brings the approximation of two thematic: the pedagogical practice and the gender whose study object is the pedagogical practice of three teachers of an early childhood education center in the city of Campinas, São Paulo, and the researcher’s practice. The issue that guides the development of this research starts with the following questioning: which perceptions of gender are revealed in photonarratives of pedagogical practices of the teachers of early childhood education? To answer such question, the study structures itself in the qualitative perspective and used as data production the construction of narratives from photos of the pedagogical practices of the research participant teachers. As methodological theoretical reference the study considers the contributions of: Ariés (1981), Leite (2011), Kuhlmann (2000, 2005, 2007), Kramer (1995), Faria (2006, 2011), Oliveira (2007, 2012), Postman (1999) to discuss early childhood education and childhood; Scott (1995) and Nicholson (2000), Finco (2003, 2004, 2010), Louro (2011), Moreno (1999), Sayão (2003) for gender as a category of analysis and gender in early childhood education. The discussion about pedagogical practices in this research is endorsed by authors such as Nóvoa (1992-1995), Tardif (2002), Sacristán (1995) and Veiga (1992); Josso (2004, 2007), Nóvoa (1995), Sicardi (2008, 2015) and Passegi (2006) for the work with narratives as an investigative method. It is intended, with the results of the research, to propose to the teachers of the studied institution reflections about practice facing the gender issues. The results point that the perceptions about gender of the studied teachers in some moments evidence prioritization of biological aspects and in others, social aspects. However, the pedagogical practices reveal that even inserted in a hegemonic and binary pattern, there is a conscious intention from them to break some hegemonic models, with fears, the prejudices and to promote practices that show gender equality.