“Cada um brinca com o que quiser! Isso aí é rachismo!” : infância e relações de gênero na brinquedoteca de uma instituição de educação infantil
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Data
2019-04-29
Autores
Camargo, Sandra Celso de
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Universidade Federal de Mato Grosso
Resumo
Discussing and problematizing, in institutions of Early Childhood Education, the relations of
power which hierarchize and structure the masculinity and femininity, valuing the lives that
matter and the ones that are not likely to be lived, is urgent and necessary. In the face of the
raising of conservatism, which intends to eliminate the discussions related to difference, it is
necessary to forge places where the debate may occur. These movements attribute, in
pedagogical policies, the only way of seeing and living childhood. The adultcentrism relation,
which puts the child in a place of coming-to-be, denying, therefore, its sexuality, controls
ordinary actions. The discourse of protection masks the mechanism of power which
scrutinizes childhood as a linear phase of life. The child is shaped for a two-way journey of
life, controlled by heteronormativity. The current study is linked to the research group
“Childhood, Youth and Contemporary Culture” (GEIJC), of the research line “Childhood,
Youth and Contemporary Culture: rights, policies and diversity”, part of the Postgraduate
Program in Education (PPGEdu), of the Federal University of Mato Grosso (UFMT), of the
University Campus of Rondonópolis (CUR), Mato Grosso (MT). It has the main objective of
analyzing the gender relations in the ways how children and teachers share the environment of
the playroom and the meanings they make about these relations in the experiences lived in the
institution of Early Childhood Education. More specifically, the following questions are
raised: 1) How do girls and boys interact in the environment of the playroom, parting from the
play which they arrange in this context and the meanings they produce about the gender
relations that penetrate the shared experiences? 2) What meanings do the teachers attribute to
the gender relations, shared in the environment of the playroom, considering the ways how
this is organized by them, the objects chosen for this organization and the uses which the
children make of this environment and of the objects in their play? As theoretical basis, we
part from the studies of the childhood, understood as a historical and social category; the
studies of gender, in an intercessional approach, and of the perspective of Foucault, in
comprehending sexuality as a mechanism of power. The context of research is a Municipal
Center of Early Childhood Education (CMEI), of the city of Rondonópolis, in Mato Grosso.
In this research participated 22 children, age 5, of the second school group of the Second
Cycle of Early Childhood Education, 19 teachers, two pedagogical coordinators and the
principal of the institution. The methodological approach is outlined as an intervention
research. The production of the data was conducted through the participant observation of the
experiences and the relations between the children and of their interactions with the teacher in
the playroom, of which the occurrences were recorded through notes in the field diary, photos,
video recording and audio recording, and of semi structured interviews and yarning circles
with the teachers, the pedagogical coordinators and the principal, based on the records made
along the observations about what is lived in this place. The investigation was conducted
through the feminist intercessional perspective and is based on the concepts of dialogism and
alterity, as approached by Mikhail Bakhtin. The analyses are centered in the discourses which
confirm the childhood, as moment of correction so that the deviations which conduct the ideal
adult do not occur, and in the mechanisms of correction and control of the bodies of the
children, which, from a matrix of intelligibility, have their sexuality precluded. In a more
profound analysis, the Institution of Early Childhood Education, basing on the discourses of
the psychology of development and of the traditional pedagogy, presents itself as a space of
control of the bodies of girls and boys, guiding their doings though heteronormativity, but
also is a space of resistance and transgressions. In the border, the crystalized norms are
destabilized: the child is not passive to the norm, engenders other forms of existence in their
plays and interactions.
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CAMARGO, Sandra Celso de. “Cada um brinca com o que quiser! Isso aí é rachismo!”: infância e relações de gênero na brinquedoteca de uma instituição de educação infantil. 2019. 175 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2019.