O docente masculino de educação infantil na Amazônia: como se percebe e é percebido no espaço escolar de Oriximiná/PA

Abstract

The present dissertation had as objective to analyze how the masculine teacher of Infantile Education is perceived and is perceived in the school space in the context of the Amazon paraense. Specific objectives are to outline the profile of these teachers based on their professional trajectories; identify the objective conditions of permanence as teachers of Young children; to understand their process of immersion in the work contexts from themselves and from the school community, and to verify the existence of a pedagogical practice particularized as a function of male teachers, as well as their possible consequences in this reality. The theoretical reference is based on Vygotsky and scholars who approach the subjects in question, such as Sayão (2005), Sousa (2011) and Moreno (2017). The research is of a qualitative approach, of the multiple case study type. The main subjects are the three teachers who are working in the preschool with children of 04 years in public institutions of the urban area of the municipality of Oriximiná / PA. The construction of data was based on the semi-structured interview technique, recorded in audio, applied with the investigated teachers and with representatives of the other segments of the school community. Interviews with children were differentiated and performed collectively. For the analysis of the data was used the technique of content analysis based on the studies of Bardin (2006). Regarding the self-perception of the male teachers studied, the results show that all of them perceive obstacles in the process of immersion in the institutions, being received in the first schools of Children's Education with dubious looks, experiencing situations of prejudice within the school context. They also faced challenges, the main one being the children's accompaniment to the bathroom, an atitude understood as inadequate even by them and avoided by everyone in school. In addition, the development of activities involving socially associated actions, such as dancing, singing and jumping, are also the subject of questioning. Factors such as seriousness, respect and "class dominance" were pointed out by the teachers as characteristics of a male teacher to act in classes of Early Childhood Education, inducing a conservative view that man is more imposing, severe and domineering. As far as the perception of the school community is concerned, the majority of adult subjects interviewed see the masculine presence in teaching in the childhood school as natural. In the category of teachers, the greatest divergence of opinions was observed regarding the presence of men in school, especially the assertion that women have more abilities to work in the rooms with small children and that male colleagues do not have that " way "that these classes need for quality work. Regarding the perception of the children's relatives, they all stated that they naturally saw a man occupying the role of teacher of their sons and daughters and that despite the initial fear, due to the innumerable cases of abuse of minors divulged by the media, after accompanying the work of these children were reassuring. Among children, it became clear that the most important thing is not the teacher's sex, but their ability to interact and develop activities that make learning experiences meaningful. It was in this category that the greater acceptance of male teachers was perceived, which leads one to believe that children are not yet loaded with the socially constructed historical marks that men should not be teachers in Early Childhood Education. From the results presented, it is believed that the topic discussed in this study should be worked transversally in the courses of initial and continuing training, especially in the degree in pedagogy, since the discussion of these elements directly influences the professional practice of teachers / at.