A voz do professor do gênero masculino na Educação Infantil e no Ensino Fundamental I: um sussurro silenciado por paradigmas

Abstract

This research is linked to the research line Public Policies in Education, Educational Practices and Diversity, of the Graduate Program in Education of the University of Oeste Paulista (Unoeste), and analyzed the prejudices experienced by male teachers in a city. of medium size in the state of São Paulo. This project assumed as central problems: Do the teachers participating in this research experience any form of prejudice due to being male? Have you been assigned to other roles or experienced reconfigurations of your teaching performance on the grounds of your gender? What actions were taken against the prejudices experienced, either by school management and / or by the teacher himself? The research was based on the perspective of historical-critical pedagogy, which is based on epistemological dialectical historical materialism. Twelve male teachers working in kindergarten and elementary school I participated in the research, being developed in two stages; At first, semi-structured interviews were conducted. Subsequently, we conducted a focus group with the purpose of discussing the prejudices presented in the Brazilian film “Ao thy Eyes”. The analyzes were performed from the above theoretical perspective. The results showed that the discussions undertaken throughout this research presented some elements about the prejudices historically constructed with the male teacher figure. It must be considered that the man facing the profession of teacher still suffers innumerable prejudices. Not only because it is male, but because it assumes a culturally demarcated role as female. Thus, their identity is questioned, their actions are unworthy in the mediation processes of pedagogical praxis. In defining roles for each gender, we assign different actions and perpetuate prejudice. Over the last few centuries, the constant reorganization of the capitalist system, through the expansion of the logic of production / consumption, has also contributed to women being held responsible for domestic and maternal functions and / or, when inserted in the labor market, they should occupy inferior positions with less social prestige and financial recognition. This dynamic coupled with the precarious teaching, although not the only responsible factor, intensified the patriarchal view that this would not be a profession for men, since they must provide family support. These aspects highlight the need for public policies that bring out the gender category for the school environment.