Gênero/Sexo/Sexualidade: Representações e Práticas Elaboradas por Professoras/es da Educação Infantil na Rede Municipal de Ensino em Salvador

Abstract

The school is an important space of building and reproduction of social values permeated by power relations that are established trough the codes of practices and symbols, producing hierarchies between individuals who are part of it. In respect to gender/sex/sexuality, the tension in the daily school with this themes are noticeable, and this fact has been object of several national studies in the Education area. However, there are few studies in the area of Early Childhood Education that perform an analysis from the perspective of gender/sex/ sexuality. Investigations in this field are necessary to analyze as the teaching practice favours or not the gender asymetry and their intersectionalities in individuals who are still in the first level of basic education. The methodological approach is qualitative to identify and understanding the representations and practices developed by teachers of Childhood Education in the Municipal Public School Network in Salvador, about gender/sex/sexuality. Thus, the researcher for the data collection used two tools: direct observation of teaching practice, supported by guidelines Vianna (2013) and focus group technique, based on the reflections of Placco (2005). To understand the representations and the practices of the teachers used the Representation Social Theory from studies of Moscovici (2012) and Minayo (2010). In relation to the feminists theories has dinstinction in special, the Standpoint theory based on studies of Harding (2002), Haraway (1995; 2004) and other studies of Jaggar (1997), Sardenberg (2002) and Andrade (2011). To read the empirical data were used in addition the mentioned before, the theoretical thought of: Butler (1998; 2001; 2002; 2003), Felipe (1999; 2007), Scott (1995; 1999), Lima and Souza (2002; 2011), Miskolci (2012; 2009; 2007), Messeder (2009; 2012), Louro (2012; 2010; 2008; 2003; 1997), Foucault (1996; 2006), among others.The resoults show that the teachers demonstrated to be based on specific theoretical and philosophical assumptions of Biology, Psychology and Religion to think or act in Early Childhood Education with content related to gender and sexuality. The study found that the teachers discourse almost always develops in the idea that children are asexual, heterosexual, being ignored interpellations of the children that fleeing the heteronormativity. On the other hand, it is worth remembering that children does not request letters, numbers and colors, and, every day, in schools, daycare centers and pre-schools those are the contents that they are induced to learn.