Status of knowledge about the performance of men’s teachers in children’s education: analysis of dissertations and theses between 2000 and 2019

• Autor(a) principal: Abreu, Irene Silva de
• Data de Publicação: 2023
• Outros Autores: Gonçalves, Josiane Peres
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Linhas (Florianópolis. Online)
• Texto Completo: https://www.periodicos.udesc.br/index.php/linhas/article/view/19093
• topic: educação infantil; feminização do magistério; professores homens; conflitos; child education; feminization of teaching; male teachers; conflicts; educación infantil; feminización de la docencia; profesores varones; conflictos

This article presents a state of knowledge about the professional exercise of men in early childhood education, which has long been exercised mainly by women, due to the feminization process of care and teaching of young children. In order to map the progress of research on this topic, we opted for the database of the Brazilian Institute of Information in Science and Technology (IBICT), with the time frame from 2000 to 2019. After reading the title and some of the abstracts of the works found, 24 researches resulted, being 3 theses and 21 dissertations. For the present study, the quantitative and qualitative methodology was used. Among other results, it was evidenced that the theme was consecrated as an object of research from the second half of the 2000s, especially in the Graduate Programs in Education (79%) in the Southeast Region (63%), having as main cutouts: a) the trajectory / identity of the professionals in question (38%); b) social representations (25%); and c) professional practice (13%). In addition, 87% of surveys register conflicts due to the social strangeness of the presence of male professionals in early childhood education.