Relações de gênero na escola: o comportamento transgressor do padrão heteronormativo .

Abstract

This monograph proposes an investigation into the approach to issues of gender and sexuality in the early years of basic education. The choice of theme for the research was motivated by personal observations revealing that children, from a very young age, exhibit behaviors that challenge traditional social conceptions, which link gender to biological sex. From this perspective, the following question arises: how are early years professionals dealing with children who display behaviors different from the heteronormative standard? In pursuit of addressing this, the general objective of the study is to understand how teachers in the early years of elementary education deal with children who express behaviors different from heteronormativity. Specifically, to understand perceptions about the development of childhood sexuality and concepts of gender relations and sexual orientation by teachers; to identify how gender and sexuality issues were addressed in the initial and ongoing training of teachers; and to verify if there are efforts by the school to address sexism in the school environment. The applied methodology is characterized as a basic nature field research, with a qualitative approach and exploratory and descriptive character. A questionnaire with open-ended questions via Google Forms was used as the data collection instrument, applied to twenty-three early years teachers. Data analysis was performed using Laurence Bardin's content analysis (1997). Data collection involved teachers with an average age of twenty-nine years and an average of ten years of teaching experience in private and municipal schools. From the obtained responses, three discussion axes were identified: Childhood Gender and Sexuality - Teacher Perceptions, exploring the social representations of the interviewees regarding gender, sexuality, and the development of sexuality in childhood. Teacher Training on Childhood Gender and Sexuality, examining how the initial and ongoing training of teachers addresses or addressed these topics, and if they are adequately considered in the educational context, and Efforts of the School against Prejudice, assessing the measures adopted by management, coordination, and teaching staff to address and prevent episodes of gender and sexuality prejudice and discrimination.