Construindo gêneros não binários na educação infantil: uma análise discursiva sobre o machismo

Abstract

This work aims to investigate how gender education occurs in a Reference Center on Early Childhood Education (CREI). To this end, we raised the following question: Is a male chauvinist discourse being constructed by CREI educators? Subtly, through jokes and the teachers' behavior, the children start assimilating the idea that the man has power over the woman and she must be submissive to him. Specifically, our goal was: to verify the teachers' understanding of the sexist discourse; to analyze the activities presented to the students; and to develop interventions that could deconstruct the male chauvinist discourse inside the classroom. Our research is based on a qualitative methodological approach, with emphasis on the categories related to Cultural Studies and Discourse Analysis. In order to guide the theoretical aspects of our research, we used the ideas of Araújo (2007), Engels (2000), Foucault (2008, 2010, 2014), Pêcheux (2007), among others. This research was conducted aiming the construction of a Guidebook for the teachers on the deconstruction of machismo inside the classroom. Our initial hypothesis is that the teachers legitimize the male chauvinist discourse in their pedagogical practices. This hypothesis has been raised due to my own experience as an educator in this same CREI, in 2014, when most of the educators gave the girls plays related to home activities, private space, often invisible; while the boys were given activities related to the public space. We verified that our hypothesis was not confirmed due to some elements, two of them being: the municipalization of CREI and the contest carried out by the City Hall. The unfolding of these elements is exposed in the body of this dissertation.