A feminização da profissão docente e a identidade da professora de educação infantil

Abstract

The present work aims to analyze the feminization of the teaching profession in the construction of the professional identity of the early childhood education teacher and the challenges of the profession. The guiding question of this study was in the face of the feminization of the teaching profession, what are the challenges for the identity of the teacher who works in early childhood education?. To answer this question, facto rs around the feminization of teaching work and its influence on the challenges for early childhood teachers were analyzed. For this, it was necessary to know the history of early childhood education, what were the paths taken and what are the main laws an d regulations that support early childhood education as a fundamental right of children. Teaching is seen as a female profession, where the attributes assigned to women are seen as essential for teaching, being also one of the first professions to be accep ted by society for women, with many historical and social aspects that explain this trajectory of teaching. teaching in Brazil. Teachers play a very important role in early childhood education, a stage in which caring and educating go hand in hand, with ma ny challenges. Through the research carried out, it was concluded that teaching is seen as a female profession and that in early childhood education, due to the history of teacher feminization, this fact is even more present than in other stages of basic e ducation. Such evidence may result in the nonrecognition of the professional identity of teachers who work in early childhood education, which implies not having the same appreciation as other teachers who work in other educational stages, being seen as a unts , not always considered as competent professionals and who are in the profession due to their training. In this way, it is understood that teachers have the right to quality initial and continuing education, recognition and appreciation of their profe ssional performance and adequate conditions for the exercise of teaching from daycare.