A coordenação pedagógica no processo de inserção e permanência de professores homens na educação infantil: um estudo de caso

Abstract

This paper analyses the way a pedagogical coordination can contributes in the admission and permanence of male teacher in early childhood education, children aged 0-5, in an EMEI (early childhood school) of Municipal Education System of Belo Horizonte City in Minas Gerais State. The study has three parts: childhood education, male teacher and pedagogical coordination. This is also a case study research in a qualitative approach. The data was collected in an EMEI (early childhood school) of Municipal Education System of Belo Horizonte City in May, 2019. The data collection instruments used are: interviews, observation, documents analysis and a conversation circle. This paper is based on Sayão (2005), Cardoso (2007), Ramos (2011), Silva (2014), Santos (2015), among others. The study brings out the challenges and difficulties faced by male teachers such as the resistance and prejudice from the families and scholar community related to the care of early children and the attributions of the job, the use of the restrooms, the suppression of male professionals in school notices and low wages. This study also considers the perception of co-workers such as the school director, the school coordinator and a teacher who also works in the same classroom of the teacher involved in this case study. The analysis results try to establish a dialogue between a democratic pedagogical coordination in a partnership working with the male teacher seeking to promote a respectful relationship with the children no matter gender.