Relações de gênero na educação infantil a partir do brincar: percepções de professoras de uma pré-escola da zona rural de Baixio-CE

Abstract

The current study presents the theme of gender relations in early childhood education from the perceptions of teachers of a preschool located in the rural area of the city of Baixio-CE. In this perspective, the research has as main objective to investigate the perceptions of gender present in the speech of early childhood education teachers, seeking their understanding on the subject and pointing out children's play as a playful tool that contributes to the teaching and learning process of children. As a theoretical contribution to this study and to support the concepts and assumptions explained in the research, we are guided by the theories of Scott (1995), Louro (1997), Sayão (2002), Finco (2003, 2005, 2009), Bacelar ( 2009), Cardoso and Nascimento (2017), among others. As a methodology, we adopted a research of a basic nature, followed by a qualitative approach and anchored in exploratory and explanatory research, carried out from a field research. For data collection, we chose to use a semistructured interview with 3 (three) early childhood teachers from a preschool in the rural area of Baixio-CE. To carry out the investigation of the data, we anchored ourselves in the method of Content Analysis by Bardin (2016). The results obtained from the research showed that the teachers understand playing as an ally to the teaching and learning process of children and that this, in turn, should include boys and girls, regardless of gender. It also brought us a reflection on the experiences of teachers in the classroom with children from early childhood education and the ways in which each one carries out their work and builds their teaching practice, elucidating relevant issues such as collective work, inclusion, playfulness, the importance of discussing gender relations in early childhood education. In addition the analyzes also showed a gap with regard to the understanding of gender in the initial/continuing education of these teachers.