Socialização de gênero na educação infantil: a construção de si e a percepção sobre o outro

Abstract

The present monograph is characterized by being an exploratory research of the bibliographic type, which is inserted in the context of Early Childhood Education, with the objective of understanding how the process of gender socialization occurs among children, based on theoretical studies and the analysis of works developed with Brazilian children, from a gender perspective. For this understanding, a research was developed about some dimensions that constitute Childhood, namely: Identity and Difference; Socialization; and Gender, based on theoretical studies by Sarmento (2007), Prout (2010), Corsaro (2011), Mollo-Bouvier (2005), Woodward (2013) and Silva (2013). The study also investigated the history of the education of boys and girls in order to understand the values ​​that guided the public policies that promoted a separate and differentiated education for the female and male gender. It was also the aim of this research to present how some laws and official documents that support Early Childhood Education address the issue of gender at this stage of Basic Education. From the analysis of two studies carried out with children (SANTOS, 2016; MIRANDA, 2018), it was noticed that young children up to 5/6 years of age do not establish a model of gender identity, and their behaviors are not developed naturally. , but they are the result of the intersection they make of knowledge from the different social fields with which they interact and guidance from adults, be they family members or educators. The constructions they make about themselves and about the identity of the other affect the relationships between girls and boys, but their behaviors are not standardized, which leads to the understanding that Childhood is not a homogeneous and standardized phase, because different knowledge and guidelines influence gender relations among children. As a reflection, this study contributed to the perception that early childhood educators, as long as they receive adequate training, can offer children experiences outside the molds of traditionally instituted gender patterns, as well as organize environments and spaces in order to break with the social divisions of sex and work, as well as the social inequalities that permeate the School, sometimes in an evident and concrete way, sometimes expressed in a symbolic way.