Education and diversity

assumptions related to the feminization of teachers in early childhood education

Abstract

Discussing teaching in Early Childhood Education, especially with regard to the role of the male teacher in the Basic Education stage, has been a difficult task in recent decades. In this sense, the objective of this study is to analyze how the process of feminization of teaching in Early Childhood Education occurred and what are the assumptions that are related to the almost absence of male teachers at this moment in Education. The research is justified by the fact that, when we enter schools that offer Early Childhood Education, we almost do not see, or even do not find, male teachers in the classroom. The study, of a bibliographical nature, was based on authors addressing this subject. We conclude that the greater number of female teachers in Early Childhood Education centers is closely related to the belief that the school environment should be similar to the family context, providing care and assistance, characteristics that were imposed on women, as they were historically seen as more affective. As a result, there are more female professors, simply because they are considered socially fragile, sentimental and maternal. The man, in turn, is seen as strong and determined, having to act in menial roles.