Reflexões do homem na profissão docente: por uma decolonização do corpo masculino
Resumo
Este estudo tem o objetivo de apresentar reflexões sobre as relações estabelecidas entre corpo, gênero e educação durante a prática docente nos anos iniciais da Educação Infantil de um professor em formação. Utilizou-se do método (auto)biográfico para capturar e analisar as vivências de um dos autores no Atendimento Educacional Especializado (AEE) do Programa Institucional de Bolsas de Iniciação à Docência do Ministério da Educação, em uma escola estadual de Teresina-PI, no ano de 2019. A experiência proporcionou a construção de conhecimentos significativos ao processo de formação docente, entretanto, desvelou algumas barreiras sociais a serem enfrentadas – sobremaneira as de gênero. Concluiu-se que a formação docente calcada em princípios da Sociopoética do discente investigado, contribuiu para contornar entraves advindos das normas binárias ainda impostas pela cultura escolar e mostrou que o corpo masculino na educação é um corpo potente e sensível.
Downloads
Referências
ÅBERG, Magnus; HEDLIN, Maria; JOHANSSON, Caroline. Preschool anxieties: constructions of risk and gender in preschool teachers’ talk on physical interaction with children. Journal of Early Childhood Research, v. 17, n. 2, p. 104–115, 2019.
ANLIAK, Sakire; BEYAZKURK, Derya Sahin. Career perspectives of male students in early childhood education. Educational Studies, v. 34, n. 4, p. 309-317, 2008.
BENGTSSON, Mariette. How to plan and perform a qualitative study using content analysis. NursingPlus Open, n. 2, p. 8–14, 2016.
BERGGREN, Kalle. Maskulinitetsteorier i förändring: nya begrepp, nya tolkningar. In: Axelsson, Tobias. K; Wetterberg, Tomas. (Org.), Socialmedicinsk Tidskrift, v. 97, n. 2, p. 187-198, 2020.
BERGSTRÖM, Helena.; EIDEVALD, Christian; WESTBERG-BROSTRÖM, Anna. Child sexual abuse at preschools - a research review of a complex issue for preschool professionals. Early Child Development and Care, v. 186, n. 9, p. 1520-1528, 2016.
BERGSTRÖM, Helena; WESTBERG-BROSTRÖM, Anna; EIDEVALD, Christian. Swedish media discourses about child sexual abuse in preschools: the best interest of the child and continued trust in male teachers. Early Child Development and Care, v. 190, n. 12, p. 1-9, 2018.
BJARNEGÅRD, Elin; MURRAY, Rainbow. Critical Perspectives on Men and Masculinities in Politics: Introduction. Politics & Gender, v. 14, n. 2, p. 264-265, 2018.
BØRVE, Hege Eggen. Men in kindergartens: work culture and gender. Early Child Development and Care, v. 187, n. 7, p. 1083–1094, 2017.
BRODY, David L.. The construction of masculine identity among men who work with young children, an international perspective. European Early Childhood Education Research Journal, v. 23, n. 3, p. 351-361, 2015.
BRODY, David L; GOR ZIV, Haggith. Hybridized agency among male early childhood workers as a factor in their career decisions. Early Years, v. 40, n. 1, p. 20-36, 2020.
BRYAN, Nathaniel; BROWDER, Jamison K. Are you sure you know what you’re doing? The lived experiences of a Black male kindergarten teacher. International Journal of Teaching and Learning, v. 3, n. 3, p. 142– 158, 2013.
BRYAN, Nathaniel; MILTON WILLIAMS, Toni. We need more than just male bodies in classrooms: Recruiting and retaining culturally relevant Black male teachers in early childhood education. Journal of Early Childhood Teacher Education, v. 38, n. 3, p. 209–222, 2017.
BUTLER, Judith. Problemas de gênero: feminismo e subversão da identidade. RJ: Ed. Civilização Brasileira, 2003.
CONNELL, Raewyn. Maskuliniteter (2. uppl. ed.). Göteborg: Daidalo, 1995.
COUSINS, Thomas Anthony. Collegiality vs role models: gendered discourses and the “glass escalator” in English primary schools. Early Years, v. 40, n, 1, p. 37–51, 2020.
DE LAURETIS, Teresa. A tecnologia de gênero. In: HOLANDA, Heloisa Buarque de (Org.). Tendências e impasses: o feminismo como crítica cultural. Rio de Janeiro, Rocco, 1994.
DEPARTAMENTO DE EDUCAÇÃO SUECO. Läroplan för förskolan. Stockholm: Skolverket.. Disponível em https://www.skolverket.se/undervisning/forskolan/laroplan-for-forskolan (Acesso 2021-12-29, 2018)
DRUDY, Sheelagh. Gender balance/gender bias: The teaching profession and the impact of feminisation. Gender and Education, v. 20, n. 4, p. 309-323, 2008.
EIDEVALD, Christian; BERGSTRÖM, Helena; WESTBERG-BROSTRÖM, Anna. Maneuvering suspicions of being a potential pedophile: Experiences of male ECEC-workers in Sweden. European Early Childhood Education Research Journal, n. 26(3), 407-417, 2018.
EDSTRÖM, Charlotta. Pedagogues’ Constructions of Gender Equality in Selected Swedish Preschools: A qualitative study. Education Enquiry, v. 5, n. 4, p. 535-559, 2014.
EDSTRÖM, Charlotta; BRUNILA, Kristiina. Troubling gender equality: Revisiting gender equality work in the famous Nordic model countries. Education as Change, v. 20, n. 1, p. 10–27, 2016.
ELLIOTT, Karla. Caring Masculinities. Men and Masculinities, v. 19, n. 3, p. 240-259, 2016.
EMILSEN, Kari; KOCH, Bernhard. Men and women in outdoor play – changing the concepts of caring findings from Norwegian and Austrian research projects. European Early Childhood Education Research Journal, v. 18, n. 4, p. 543-553, 2010.
HAVUNG, Margareta. Anpassning till rådande ordning. En studie av manliga förskollärare i förskoleverksamhet. (Doktorsavhandling, Institutionen för pedagogik). Malmö: Lärarhögskolan i Malmö, 2000.
HEARN, Jeff. From Hegemonic Masculinity to the Hegemony of Men. Feminist Theory, v. 5, n. 1, p. 49-72, 2004.
HEARN, Jeff; PRINGLE, Keith. Men, masculinities and children: Some European perspectives. Critical Social Policy, v. 26, n. 2, p. 365-389, 2006.
HUBER, Johannes; Traxl, Bernd. (2017). Pedagogical differences and similarities between male and female educators, and their impact on boys’ and girls’ behaviour in early childhood education and care institutions in Austria. Research Papers in Education, v. 33, n. 4, p. 452-471, 2017.
JOSEPH, S.; WRIGHT, Z.. Men as Early Childhood Educators: Experiences and Perspectives of Two Male Prospective Teachers. Journal of Education and Human Development, n. 5, 2016.
JOSEPHIDOU, Jo. A gendered contribution to play? Perceptions of Early Childhood Education and Care (ECEC) practitioners in England on how their gender influences their approaches to play. Early Years, v. 40, n. 1, p. 95-108, 2020.
KARLSSON, Ingrid; SIMONSSON, Maria. A question of gender sensitive pedagogy: – discourses in pedagogical guidelines. Contemporary Issues in Early Childhood, v. 12, n. 3, p. 274–283, 2011.
KOCH, Bernhard; FARQUHAR, Sarah. Breaking through the glass doors: Men working in early childhood education and care with particular reference to research and experience in Austria and New Zealand. European Early Childhood Education Research Journal, v. 23, n. 3, p. 380-391, 2015.
MISTRY, Malini; SOOD, Krishan. Why are there still so few men within Early Years in primary schools: views from male trainee teachers and male leaders? Education, v. 43, n. 2, p. 115–127, 2015.
MOHER, David; LIBERATI, Alessandro; TETZLAFF, Jennifer; ALTMAN, Douglas G.. The PRISMA Group. Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement. PLoS Med, v. 6, n. 7, 2009.
MOOSA, Shaaista; BHANA, Deevia. Men managing, not teaching Foundation Phase: teachers, masculinity and the early years of primary schooling. Educational Review, v. 69, n. 3, p. 366-387, 2016.
MOOSA, Shaaista; BHANA, Deevia. They Won’t Take You as a Man, as a Real Man’ Why Men Can’t TeachYoung Children in Foundation Phase. International Journal of Inclusive Education, v. 22, n. 6, p. 577–593, 2018.
MOOSA, Shaaista; BHANA, Deevia. (2020). Masculinity as care: men can teach young children in the early years. Early Years, v. 40, n. 1, p. 52-66, 2020.
MUNK, Karen P.; Larsen, Per Lindsoe; LEANDER, Else-Marie Bush; SOERESEN, Kurt. Fear of child sex abuse: Consequences for childcare personnel in Denmark. Nordic Psychology, v. 65, n. 1, p. 19–32, 2013.
NENTWICH, Julia C.; POPPEN, Wiebke; SCHÄLIN, Stefanie; VOGT, Franziska. The same and the other: Male childcareworker managing identitiy dissonance. International Review of Sociology, v. 23, n. 2, p. 323-345, 2013.
NORDBERG, Marie. Forskning om män och maskulinitet. Sociologisk forskning, v. 41, n. 3, p. 11–18, 2004.
NORDBERG, Marie. Jämställdhetens spjutspets? Manliga arbetstagare i kvinnoyrken, jämställdhet, maskulinitet, femininitet och heteronormativitet. Göteborg: Etnologiska institutionen, Univ., Arkipelag, 2005.
OECD. Good Practice for Good Jobs in Early Childhood Education and Care, OECD Publishing, Paris, https://doi.org/10.1787/64562be6-en, 2019.
PASCOE, Cheri Jo.; BRIDGES, Tristan. Exploring masculinities: Identity, inequality, continuity and change. New York: Oxford University Press, 2016.
PEETERS, Jan. Can research realise a bit of utopia? The impact of action research on the policy of childcare in Flanders. Early Years, v. 33, n. 3, p. 318-330, 2013.
PEETERS, Jan; ROHRMANN, Tim; EMILSEN, Kari. Gender balance in ECEC: Why is there so little progress? European Early Childhood Education. Research Journal: Gender Balance in the ECEC Work Force, v. 23, n. 3, p. 302-314, 2015.
PRUIT, John C.. Preconstructing Suspicion and Recasting Masculinity in Preschool Settings. Qualitative Research in Education, v .3, n. 3, p. 320-344 2014.
PRUIT, John C.. Preschool Teachers and the Discourse of Suspicion. Journal of Contemporary Ethnography, v. 44, n. 4, p. 510-534, 2015.
ROHRMANN, Tim; BRODY, David L.. Questioning methodologies in research on men in ECEC. European Early Childhood Education Research Journal, v. 23, n. 3, p. 405-416, 2015.
SANDSETER, Ellen Beate Hansen. Early childhood education and care practitioners’ perceptions of children’s risky play; examining the influence of personality and gender. Early Child Development and Care, v. 184, n. 3, p. 434–449, 2014.
SCOTT, Joan. Gênero: uma categoria útil de análise histórica. In Educação e realidade. Porto Alegre, n. 16, p. 5-19, 1990.
SOUSA, Ricardo Gonçalves de; SILVA, Weslei Lopes da. Profissionais de Educação Infantil na Suécia: limites e possibilidades de compartilhamento de tarefas entre homens e mulheres. Zero-a-Seis, v. 22, n. 42, p. 341-366, 2020.
STOLCKE, Verena. ¿Es el sexo para el género lo que la raza para la etnicidad... y la naturaleza para la sociedad? Política y Cultura, n. 14, p. 25-60, 2000.
SUMSION, Jennifer. Negotiating Otherness: A male early childhood educator's gender positioning. International Journal of Early Years Education, v. 8, n. 2, p. 129-140, 2000.
VALE DE ALMEIDA, Miguel. Corpo presente: antropologia do corpo e da incorporação. In: VALE DE ALMEIDA, Miguel. Corpo presente: treze reflexões antropológicas sobre o corpo. Portugal: Celta, 1996.
VAN LAERE, Katrien; VANDENBROECK, Michel; ROETS, Griet; PEETERS, Jan. Challenging the feminisation of the workforce: Rethinking the mind-body dualism in Early Childhood Education and Care. Gender and Education, v. 26, n. 3, p. 232-245, 2014.
WALING, Andrea. Rethinking Masculinity Studies: Feminism, Masculinity, and Poststructural Accounts of Agency and Emotional Reflexivity. The Journal of Men’s Studies, v. 27, n. 1, p. 89–107, 2019.
WARIN, Jo. Pioneers, professionals, playmates, protectors, ‘poofs’ and ‘paedos’: Swedish male pre-school teachers’ construction of their identities. In: Brownhill, Simon; Warin, Jo; Wernersson, Inga (Orgs.), Men, Masculinities and Teaching in Early Childhood Education. Ed. Routledge, p. 95-105, 2016.
WARIN, Jo.; ADRIANY, Vina. Gender flexible pedagogy in early childhood education. Journal of Gender Studies, v. 26, n. 4, p. 375–386, 2017.
WARIN, Jo. Men in Early Childhood Education and Care. London. Ed: Palgrave Macmillan, 2018.
WERNERSSON, Inga. In: BROWNHILL, Simon; WARIN, Jo; WERNERSSON, Inga (Orgs.), Men, masculinities and teaching in early childhood education: International perspectives on gender and care. Ed: Taylor and Francis, p. 13-25, 2016.
XU, Yuwei; WANIGANAYAKE, Manjula. An exploratory study of gender and male teachers in early childhood education and care centres in China. Compare, v. 48, n. 4, p. 518-534, 2018.
XU, Yuwei; WARIN, Jo; ROBB, Martin. Beyond gender binaries: pedagogies and practices in early childhood education and care (ECEC), Early Years, v. 40, n. 1, p. 1-4, 2020.
Copyright (c) 2022 Perspectivas em Diálogo: revista de educação e sociedade
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Este trabalho está licenciado com uma 