MASCULINITIES AND SEXISM IN CHILDHOOD EDUCATION: what are the boys missing out on?

• Autor(a) principal: Atta, Danielle
• Data de Publicação: 2024
• Outros Autores: Voltarelli, Monique Aparecida
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Olh@res (Universidade Federal de São Paulo)
• Texto Completo: https://periodicos.unifesp.br/index.php/olhares/article/view/15270
• topic: Niños y educación infantil; Género e infancia; Masculinidades; Meninos e Educação Infantil; Gênero e Infância; Masculinidades; Boys and early childhood education; Gender and Childhood; Masculinities

This study is an excerpt from a master's research entitled Masculinities as Social Practices: Childhood Education boys' perspective, which problematized masculinities and gender issues through the observation of social practices of a group of fifteen children between four and five years of age in a first period class at a kindergarten in Sobradinho, Federal District. The research observed how perspectives on gender, values and norms are passed on and received by the children and which masculinities were part of the institution's dynamics, discourses and routines. The present article seeks to point out practices that produce inequalities and also to make visible how boys are educated and cared for, and how they care for and negotiate their practices. This text, following the line of research, uses the theoretical contributions of the Sociology of Childhood, Gender Studies and Masculinities Studies and is a qualitative descriptive investigation carried out through participant observation, with photographic records, voice recording and transcription of speeches. The conclusion was reached that the institution of Early Childhood Education legitimizes gender norms and carries sexist marks that are evidenced in pedagogical practices; that the boys are re-signifying their actions; and that the path in search of a Pedagogy of Listening - non-prejudiced and transforming - still needs to be better traveled.