Title:	A construção da profissionalidade docente do pedagogo do gênero masculino iniciante/ingressante na educação infantil e na alfabetização
Authors:	Sousa, Fernando Santos
Orientador(es)::	Cruz, Shirleide Pereira da Silva
Assunto::	Trabalho docente Pedagogos Gênero Profissionalidade Relações de gênero
Issue Date:	9-Apr-2018
Data de defesa::	14-Dec-2017
Citation:	SOUSA, Fernando Santos. A construção da profissionalidade docente do pedagogo do gênero masculino iniciante/ingressante na educação infantil e na alfabetização. 2017. 208 f., il. Dissertação (Mestrado em Educação)—Universidade de Brasília, Brasília, 2017.
Abstract:	The school as main acting area for teachers is permeated by gender relations, either by its historical constitution or in the teaching activity in this labor process. In the same sense, this institution presents itself as a space opened to contradiction and deconstruction of conceptions historically constructed and therefore a field of dispute. Teachers participate in this space through different mediations in the construction of their professionalism and in their inclusion process, stage of the professional activity permeated by difficulties and discoveries, among them the gender issue. In the case of teacher education, a area in which historically there is predominance of women, being constituted and associated with feminine attributes, such difficulties and discoveries can be further accentuated when we look at male teachers. When these professionals face questions related to their gender condition, they experience and present contradictory feelings and actions on assuming or giving up the teaching profession, in a crisis of tension, belonging and questioning the theoretical-practical knowledge learned in their initial formation. In this sense, the present dissertation has as central question: What elements constitute the construction of the teaching profession of male pedagogues in child hood education and in the elementary school at the moment of insertion in teaching? In order to understand this question, we conducted semi-structured interviews with beginning male teachers / male students entering into a temporary employment contract and staff members who have practiced or that practice teaching for at least five years in pre-school or literacy in schools at the Federal District Department of Education. The data are organized and systematized through the proposal of unity of meaning and from the categories of dialectical historical materialism. The research pointed out different contradictions in the process of building professionalism, among them: the appropriation of space through professional attitudes that permeate a professional authority of affirmation of the teaching function and a gender authority, different strategies of coping that are related to the denial of care-education as inseparable principles for early childhood education and in activity with young children and a dual professional vulnerability when they must prove themselves as teachers by the condition of beginners / newcomers and as capable of teaching at these levels of education by the condition of gender. Thus, we emphasize the importance of understanding the analysis of teachers’ work, having professionalism as an analytical dimension through the gender perspective in the relationships that teachers establish with peers, mothers / fathers of the children, management team, as well as with society in a patriarchal and capitalist context, where they become teachers mediated by different power relations that intervene in being a teacher.
metadata.dc.description.unidade:	Faculdade de Educação (FE)
Description:	Dissertação (mestrado)—Universidade de Brasília, Faculdade de Educação, Programa de Pós-Graduação em Educação, 2017.
metadata.dc.description.ppg:	Programa de Pós-Graduação em Educação
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Appears in Collections:	Teses, dissertações e produtos pós-doutorado

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