Por que discutir relações de gênero na escola? representações sociais de professoras/es da educação infantil

Abstract

Historically, we have learned to be, feel and exist in the world based on an educational model that reinforced a biologically-based education, which privileged sexual differences, causing the inequalities that maintain heteropatriarchal society to this day. In order to reflect on how we became “women” and “men”, we developed this research with the objective of identifying the social representations of gender relations, analyzing the possible relationships between the SR and the teaching practices of teachers in order to understand how gender relations are constructed in Early Childhood Education. Thus, postcolonial and decolonial studies and the theory of social representations were essential. Thus, we based this research on Haraway (1995), Rago (1998), Sardenberg (2002), and Santos (1989, 2002, 2009, 2010) to treat Science as a field of knowledge that produces ways of seeing the world and people; Sarti (2004) and Pinto (2003) to address women's and feminist movements and their importance for transforming relationships; Louro (1997, 2000, 2008), Oyěwùmí (2000, 2004), Cunha (2011, 2014, 2017); Saffioti (2004), Piscitelli (2009) to discuss the construction of the concept of gender, highlighting the contributions to feminist epistemologies and education; Moscovici (1978, 2003, 2013), Jodelet (2001), Gilly (2002), Arruda (2002a) to delve deeper into social representations and the application of this Theory in the investigative process and in education; Finco (2017), Kramer (2006), Souza (2012) to discuss teaching practice in Early Childhood Education and its legal precepts. In the methodology, we used the Theory of Social Representations, specifically the procedural and/or cultural approach of Denise Jodelet, which focuses on historical and cultural aspects as important for understanding the symbolic dimension of RS. Data analysis was based on the Content Analysis technique (BARDIN, 1977). The field research was divided into two stages. In Stage I, a questionnaire and an interview were conducted with 13 teachers in seven Municipal Early Childhood Education Centers - CMEIs linked to SEMEC, in Teresina/Piauí to identify social representations of gender relations. In Stage II, we systematically observed the teaching practice of four teachers from four Municipal Early Childhood Education Centers to identify possible relationships between social representations of gender relations and teaching practice. It is concluded that the social representations that ECE teachers have about gender relations are consistent with a way of thinking, feeling and acting that is related to sexual identity, constructed from biological characteristics. These representations are anchored in the knowledge constructed by the heteropatriarchy, objectifying themselves in the daily lives and discourse of teachers through their practices, both individual and collective. Such representations are constituted by knowledge about gender relations learned in family life under the influence of communication that occurs through the media and religion. It was noticed that the participants teach ECE girls and boys knowledge based on a sexist education, however, they present aspects aimed at respecting the plurality and diversity that exist in this space. We found that theoretical and practical content on gender relations is reproduced through the teaching of behaviors, attitudes and values, and is also reproduced through specific content from various Sciences, but above all, through play, art, music and literature.