“Eu falei que ele não sabia brincar”: relações de gênero nas interações de pares de crianças inseridas em um contexto de educação infantil

Abstract

This work defines its theme seeking to relate gender, childhood and childhood education. From the epistemological viewpoint, the author pursues the following question. What are the existing models of gender (masculinity and femininity) in the daily social life of children at the age of five, within a context of childhood education? In this sense, this research aimed at understand how children appropriate models of masculinity and femininity that are present in their daily life, allowing for debate and reflection on this issue within the educational institution. For this, authors were revisited. Authors of the theories of gender (feminist studies) and childhood studies, as a way of looking at the research dual challenge – give account of social relations of gender in a study with children and not about children. Another aspect addressed in the paper refers to concerns about research methodologies involving children, due to the specific social subject in question. The author examines some of the forms of the children’s symbolic production. Orally articulated drawings, spontaneous play, intra generational interactions occurring within the peer group, among others. He argues with adults (parents and teachers) on the issue of gender relations and childhood, through an intervention in pedagogical practice in the educational institution where he works as a teacher.