A atuação dos professores de educação infantil em relação ao gênero: sexualidade infantil, discriminação social e relações de poder

Abstract

This research deals with the procedure of Early Childhood Education teachers in relation to gender and aimed to identify and analyze the procedure of teachers, the stimuli in relation to gender associated with infantile sexuality, social discrimination and power relations. Data were obtained through literature, with five articles, three dissertations and a doctoral thesis, located in the search platforms SciELO, ANPEd and Carlos Chagas Foundation; the search took place from July 2014 to February 2016. The theoretical framework used is the concept of gender, understood by Joan Wallach Scott, at the Critical Theory of Society, Psychoanalysis and social psychology, especially the contributions of the works of Theodor W. Adorno and Sigmund Freud, to bound respectively, the understanding of the individual, society and education, and on the concepts of infantile sexuality and social discrimination. The results show that the Early Childhood Education teachers work, mainly in order to encourage boys and girls, based on the differentiation between the sexes; such differentiation rarely happens in a neutral way, in most situations the teachers segregate and marginalize what is belonging to boys and what belongs to the girls. Power relations are put when girls and boys are encouraged in different positions submission or authority based on the difference between their sexes, and implemented when they are marginalized or segregated. Infantile sexuality appears in different ways in the polls, but rarely addressed and quite covered by the teachers, and the greater concern and insecurity of these, the child's sexual curiosity and the possibility of a future homosexual relationship. It was identified that the family contributes to motivate the dichotomous role of teachers in relation to gender and their stimulus associated with infantile sexuality, social discrimination and power relations