PERCEPÇÕES REFLEXIVAS SOBRE A PRESENÇA DE PROFESSORES NA EDUCAÇÃO INTANTIL: DESAFIOS E PERSPECTIVAS

Abstract

This paper focuses on reflective perceptions about the presence of male teachers in Early Childhood Education, exploring the challenges and perspectives related to this issue. The research seeks to analyze the male presence in Early Childhood Education teaching, its challenges and perspectives, reflecting on how this presence can influence the quality of teaching and the development of children. This is because our hypothesis is to reflect on the importance of the presence of male teachers in the education of young children, considering gender diversity and the construction of an inclusive and equal education. The methodology used in this study is qualitative in nature, based on a bibliographical review and content analysis of articles, books and documents related to the topic. Renowned authors such as Paulo Freire, Jean Piaget, Lev Vygotsky, Carlos Brandão, Heywood and Kuhlmann were considered, who contributed to understanding the presence of teachers in Early Childhood Education and to the concept of reflective teaching, which discusses inclusive and equal education. The main references used in this research deal with teacher training, the importance of gender diversity in Early Childhood Education, critical reflection on gender stereotypes and the social construction of masculinity. Also noteworthy are the works of Pimenta and Ghedin who discuss reflective teaching as an important pedagogical approach to encourage teachers to question their practices and reflect on their conceptions. In addition, our study is qualitative in nature and is based on participant research, the data collected from which was also based on the application of a questionnaire to the participants. As a result, we concluded that the presence of teachers in Early Childhood Education is fundamental to promoting quality education, under the reference of “reflective teaching”, when teachers are encouraged to develop a critical and reflective stance in their pedagogical practice, contributing to the construction of a more equal and respectful education. However, there are still challenges to be faced, such as deconstructing gender stereotypes and valuing diversity in the composition of the teaching staff for Early Childhood Education, which suggests a time for reflection, which includes other and new perspectives for the presence of teachers in classes of young children.