The presence of male physical education teachers in pre-school: from insertion to school management
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Zero-a-seis |
Texto Completo: | https://periodicos.ufsc.br/index.php/zeroseis/article/view/75531 |
Resumo: | Historically, Children’s Education has been constituted as a space of predominantly feminine professional performance. Physical Education, in turn, has been showing as a knowledge field that owns a significant number of men teaching at Elementary Education first stage. This article’s purpose is to analyze, from narratives of this field Teachers, principals and former principals of the Municipal Centers of Children’s Education (CMEIs) in the city of Vitória/ES, how gender issues impact on the inclusion, on the professional recognition and on the arrival of the school principal occupation. The study uses the Descriptive-interpretative Research, as data produced through semi-structures interviews with five Physical Education Teachers who are currently or have been one CMEIs principal in Vitória/ES. The data analyzed, in dialogue with literature that focuses on the gender issues in social and educational relations, indicate that the work’s sexual division and the structural sexism are preponderant factors in order to assure and consolidate Teachers within Children’s Education, having an impact, according to interviewees, on the female representations by considering men to be more capable of holding management positions in the children’s institutions. |
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The presence of male physical education teachers in pre-school: from insertion to school managementA presença masculina de professores de Educação Física na Educação Infantil: da inserção à gestão escolarHistorically, Children’s Education has been constituted as a space of predominantly feminine professional performance. Physical Education, in turn, has been showing as a knowledge field that owns a significant number of men teaching at Elementary Education first stage. This article’s purpose is to analyze, from narratives of this field Teachers, principals and former principals of the Municipal Centers of Children’s Education (CMEIs) in the city of Vitória/ES, how gender issues impact on the inclusion, on the professional recognition and on the arrival of the school principal occupation. The study uses the Descriptive-interpretative Research, as data produced through semi-structures interviews with five Physical Education Teachers who are currently or have been one CMEIs principal in Vitória/ES. The data analyzed, in dialogue with literature that focuses on the gender issues in social and educational relations, indicate that the work’s sexual division and the structural sexism are preponderant factors in order to assure and consolidate Teachers within Children’s Education, having an impact, according to interviewees, on the female representations by considering men to be more capable of holding management positions in the children’s institutions.Historicamente, a Educação Infantil vem se constituindo como um espaço de atuação profissional predominantemente feminino. A Educação Física, por sua vez, tem se mostrado como uma área do conhecimento que possui um número considerável de homens lecionando na primeira etapa da Educação Básica. O objetivo deste artigo é analisar, do ponto de vista das narrativas de professores dessa área, diretores e ex-diretores de Centros Municipais de Educação Infantil (CMEIs) de Vitória/ES, como as questões de gênero impactaram na inserção, no reconhecimento profissional e na chegada à função de diretor escolar. Adota-se a Pesquisa Descritivo-interpretativa, com dados produzidos por meio de entrevistas semiestruturadas com cinco professores de Educação Física que são ou foram diretores de CMEIs em Vitória/ES. Os dados, analisados em diálogo com a literatura que focaliza as questões de gênero nas relações sociais e educacionais, apontam que a divisão sexual do trabalho e o machismo estrutural são fatores preponderantes para a afirmação e a consolidação dos professores na Educação Infantil, impactando, segundo os entrevistados, nas representações femininas ao considerarem os homens mais aptos a exercerem os cargos de direção nas instituições infantis.Universidade Federal de Santa Catarina2020-11-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/zeroseis/article/view/7553110.5007/1980-4512.2020v22n42p453Zero-a-Seis; v. 22 n. 42 (2020): Dossiê: Professores Homens na Educação Infantil: dilemas, tensões disputas e confluências; 453-4791980-4512reponame:Zero-a-seisinstname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/zeroseis/article/view/75531/44569Copyright (c) 2020 RODRIGO LEMA DEL RIO MARTINS, FERNANDO TORRES OTERO DE SOUZA, ANDRÉ DA SILVA MELLOinfo:eu-repo/semantics/openAccessMartins, Rodrigo Lema Del RioSouza, Fernando Torres Otero deMello, André Da Silva2021-03-18T13:50:59Zoai:periodicos.ufsc.br:article/75531Revistahttp://www.periodicos.ufsc.br/index.php/zeroseis/indexPUBhttps://periodicos.ufsc.br/index.php/zeroseis/oaijoao.josue@ufsc.br1980-45121980-4512opendoar:2021-03-18T13:50:59Zero-a-seis - Universidade Federal de Santa Catarina (UFSC)false |
dc.title.none.fl_str_mv |
The presence of male physical education teachers in pre-school: from insertion to school management A presença masculina de professores de Educação Física na Educação Infantil: da inserção à gestão escolar |
title |
The presence of male physical education teachers in pre-school: from insertion to school management |
spellingShingle |
The presence of male physical education teachers in pre-school: from insertion to school management Martins, Rodrigo Lema Del Rio |
title_short |
The presence of male physical education teachers in pre-school: from insertion to school management |
title_full |
The presence of male physical education teachers in pre-school: from insertion to school management |
title_fullStr |
The presence of male physical education teachers in pre-school: from insertion to school management |
title_full_unstemmed |
The presence of male physical education teachers in pre-school: from insertion to school management |
title_sort |
The presence of male physical education teachers in pre-school: from insertion to school management |
author |
Martins, Rodrigo Lema Del Rio |
author_facet |
Martins, Rodrigo Lema Del Rio Souza, Fernando Torres Otero de Mello, André Da Silva |
author_role |
author |
author2 |
Souza, Fernando Torres Otero de Mello, André Da Silva |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Martins, Rodrigo Lema Del Rio Souza, Fernando Torres Otero de Mello, André Da Silva |
description |
Historically, Children’s Education has been constituted as a space of predominantly feminine professional performance. Physical Education, in turn, has been showing as a knowledge field that owns a significant number of men teaching at Elementary Education first stage. This article’s purpose is to analyze, from narratives of this field Teachers, principals and former principals of the Municipal Centers of Children’s Education (CMEIs) in the city of Vitória/ES, how gender issues impact on the inclusion, on the professional recognition and on the arrival of the school principal occupation. The study uses the Descriptive-interpretative Research, as data produced through semi-structures interviews with five Physical Education Teachers who are currently or have been one CMEIs principal in Vitória/ES. The data analyzed, in dialogue with literature that focuses on the gender issues in social and educational relations, indicate that the work’s sexual division and the structural sexism are preponderant factors in order to assure and consolidate Teachers within Children’s Education, having an impact, according to interviewees, on the female representations by considering men to be more capable of holding management positions in the children’s institutions. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-11-05 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ufsc.br/index.php/zeroseis/article/view/75531 10.5007/1980-4512.2020v22n42p453 |
url |
https://periodicos.ufsc.br/index.php/zeroseis/article/view/75531 |
identifier_str_mv |
10.5007/1980-4512.2020v22n42p453 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufsc.br/index.php/zeroseis/article/view/75531/44569 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Catarina |
publisher.none.fl_str_mv |
Universidade Federal de Santa Catarina |
dc.source.none.fl_str_mv |
Zero-a-Seis; v. 22 n. 42 (2020): Dossiê: Professores Homens na Educação Infantil: dilemas, tensões disputas e confluências; 453-479 1980-4512 reponame:Zero-a-seis instname:Universidade Federal de Santa Catarina (UFSC) instacron:UFSC |
instname_str |
Universidade Federal de Santa Catarina (UFSC) |
instacron_str |
UFSC |
institution |
UFSC |
reponame_str |
Zero-a-seis |
collection |
Zero-a-seis |
repository.name.fl_str_mv |
Zero-a-seis - Universidade Federal de Santa Catarina (UFSC) |
repository.mail.fl_str_mv |
joao.josue@ufsc.br |
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1789435152892428288 |