ABSTRACT
In this article, the ways in which children attribute meanings to the presence of a male teacher in early childhood education is analyzed. The theoretical-methodological framework articulates new childhood and gender studies, serving as a conceptual basis for an ethnographic study carried out in an early childhood school in Belo Horizonte, Minas Gerais, Brazil. Twenty-five children (7 girls and 18 boys), a female teacher and a male teacher participated in the study. It was identified that the relations established by the teachers were based on gender stereotypes. The female teacher often attributed part of her responsibilities to the male teacher, based on representations of hegemonic masculinity, and causing the children to appropriate these meanings. We conclude that it is not enough to insert men into the teaching of children as a way of producing gender equity policy. In order to combat prejudices based on gender differences, everyone involved must recognize themselves as agents of change.
KEYWORDS
men; teaching; masculinity; early childhood education; children
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