Narrativas de professoras da educação infantil sobre gêneros e sexualidades em uma escola pública municipal de Imperatriz/MA

• Ano de defesa: 2025
• Autor(a) principal: MELO, Susy Kelly Azevedo De
• Orientador(a): MOURA, Jónata Ferreira De
• Banca de defesa: MOURA, Jónata Ferreira De , MORAIS, Joelson de Sousa , NACARATO, Adair Mendes , CASTRO, Roney Polato de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Maranhão
• Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO E PRÁTICAS EDUCATIVAS - PPGEPE
• Departamento: DEPARTAMENTO DE EDUCAÇÃO II/CCSO
• País: Brasil
• Palavras-chave em Português: gêneros; sexualidades; trajetórias docentes; educação infantil; método biográfico;
• Palavras-chave em Inglês: genders; sexualities; educational trajectories; early childhood education; biographical method.
• Área do conhecimento CNPq: Educação
• Link de acesso: https://tedebc.ufma.br/jspui/handle/tede/6549

This research focuses on the life and educational trajectories of Early Childhood Education teachers from the public school system of Imperatriz/MA and their relation with discussions about genders and sexualities. It is a study associated with the research group Histórias de Formação de Professores que Ensinam Matemática (Hifopem), justified by the challenges experienced by teachers in addressing issues related to sexualities and genders inside and outside school environment. The research question is: How do genders and sexualities relations shape life stories, academic background, professional development and pedagogical practices narrated by Early Childhood Education teachers from a public school in the local system of Imperatriz/MA? The objectives are: To map the memories of the constitutive processes of genders and sexualities in narratives about life trajectories and continuing education produced by the participating teachers. (b) To relate the participating teachers’ perceptions of genders and sexualities to their narratives about how they address these issues in the daily practice of Early Childhood Education. The research has a biographical-narrative approach, generating Narrative Interviews for data collection. The participants in the study are four Early Childhood Education teachers from a municipal public school in the urban area of Imperatriz/MA. The interviews were recorded, transcribed, and subsequently analyzed using Fritz Schütze’s approach. Two axes of analysis were adopted: 1) The representation of childhood of the teachers and their experiences as children, their time as students, the marks of genders and sexualities in the trajectory of life and education; 2) the presence of gender and sexuality relations in the classroom, the performance as a teacher of Early Childhood Education and the strategies found to deal with issues that are little problematized at this stage of basic education. Marks of genders and sexualities were identified in life and educational trajectories, including tensions regarding sexualities, diverse conceptions expressed in the teachers’ narratives, practices aimed at overcoming stereotypes, professional development as a transformative factor, and the school as a space marked by contradictions. As an educational product, an audiovisual short film is presented, resulting from the intertwining of the participants’ life stories and educational trajectories, made freely available on the Internet.