Professores homens na educação infantil: limites e possibilidades

Abstract

The role of male teachers in daycare centers and preschools is a research topic that has gained notoriety in the educational field. Therefore, this paper aims to analyze the participation of men in the teaching role in early childhood education and the conceptual construction about the specificity of the functions of early childhood education. This is qualitative research carried out through a critical review of the literature. We used authors who are references in the themes studied, such as: Guacira Lopes Louro (2006), Jane Soares de Almeida (1998), Maria Amélia de Almeida Teles (2018), Vital Didonet (2001) Moysés Kuhlmann Jr (2000), as well as the Dossier: Men Teachers in Early Childhood Education: dilemmas, tensions disputes and confluences. Through the research it was found that the naturalization of some practices in the day to day with young children, in many cases, reaffirms the woman, teacher and mother relationship as something determined, based on a biological and social vision. In this sense, the inexpressive participation of men in the teaching role in early childhood education is linked to a culture of machismo. In view of the above, it is urgent to have a broader conception of the role of men and women in the care and education of girls and young boys, as well as a work to deconstruct gender differentiations, and professions allied to biological sex.