O professor na educação infantil: uma revisão bibliográfica sobre as especificidades do docente masculino nas relações em sala de aula

Abstract

This study aims to investigate, through a bibliographic search, what the scientific literature has investigated and pointed out about the presence of the male teacher in Early Childhood Education. For this, a survey was made at the Brazilian Digital Library of Theses and Dissertations (BDTD) and ten researches were selected: Bonifácio (2019), Silva (2014), Souza (2017), Aguiar (2017), Silva (2015), Pereira (2012), Gomides (2014), Ruis (2015), Moreno (2017) and Mendonça (2016) contemplate different aspects of the insertion of this professional, such as: reports, experiences, identity and professionalism of teaching. In general terms, it was possible to identify in the analyzed works similar aspects that start with the idea of the feminization of teaching and the existence of a society where the hegemonic perspectives of gender prevail and are perpetuated in school, as well as the existence of strangeness and distrust in relation to the presence and performance of the male teacher in Early Childhood Education. It is understood that the participation of the teacher (man) in this field is fundamental to fight for the rupture of the sexist behavior patterns and stigmas that still permeate the social imaginary regarding the performance of this professional in the work with young children. Thus, it is noted the importance of reflection and debate at school to seek strategies that overcome prejudiced perceptions about the presence of male teachers at this level of education.