Crianças do primeiro ano do Ensino Fundamental que refletem discursos sexistas em suas relações enquanto performam gêneros

Abstract

This study analyzes gender relations among children in a first-grade elementary school class, where the researcher works as a teacher, and the sexist and stereotypical discourses that circulate among them. Therefore, this is an investigation that seeks to understand and intervene in the ongoing educational process, proposing, on the one hand, a reflection and questioning of gender norms and naturalized situations attributed to girls and boys; and, on the other hand, situations that allow children to explore non-sexist nominations. Methodologically, participant observation of interactions between children and with the teacher/researcher was used, and situations were created that proposed to discuss what is considered sexist and non-sexist, observing the children's reactions, their way of thinking and their involvement with the research. Based on the conceptual and theoretical contributions of Michel Foucalt, Judith Butler, Guacira Lopes, among others, it was also observed how children dealt with stereotypes that determine behaviors related to gender dynamics. The research, therefore, had as its main objective to analyze how children handle gender markers when appropriating a self-image as boys and girls, bringing an important contribution to how children think and how school, in some way, interferes in this process.