Gênero e educação infantil entre lacunas e entrelinhas: a legislação de 1998 a 2018

Abstract

This work aims to present the main aspects about gender in the legal documents of Early Childhood Education, in order to analyze how this theme is understood and thought for this segment of Basic Education. Knowing that gender is a socio-historical construction, and that it has its relevance beyond biologization, this investigation is expected to point to the importance of the school as a social place that builds and rebuilds patterns, thus being prone to gender discussions, so that it can be observed, in the educational documents, its importance or not as a project of National Education. For that, a qualitative approach is used, that is, it is through the readings and analysis of the writings that it focuses on answering the questions about gender in Early Childhood Education. This work follows the methodological process of Bardin (2011), entitled Content Analysis (CA), which proposes three phases: pre-analysis; the exploration of the material and treatment of the results; inference and interpretation. To this end, documents related to Early Childhood Education are analyzed, such as: National Curriculum Framework for Early Childhood Education (1998), National Quality Parameters for Early Childhood Education (2006-2018), National Common Curricular Base (BNCC), from 2017. Thus, a documentary corpus is created to be analyzed and rethought, without neglecting to point out the characteristics of the making of these documents that involve debate, dispute and controversy. Therefore, it is possible, in this way, to create a profile of the documents and to perceive the existing relationship between gender and Early Childhood Education. It is noticed that the gaps and subtext that surround gender issues have always been present at school, from the walls and floor of the classroom, to the legal documents that govern Brazilian education. It is noted that for the progress of what was proposed between the lines of the legislation, it would be important that actions be developed for the training of teachers, that spaces for discussion be opened and expanded between institutions of basic and higher level, in addition to legitimizing that changes made in education in general, requiring, therefore, an extensive debate with the agents that compose it.