Social representations of parents on the role of men as educators of Children aged 0-3 years

Authors

  • Josiane Peres Gonçalves Universidade Federal de Mato Grosso do Sul - Câmpus de Naviraí
  • Adriana Horta de Faria Universidade Federal de Mato Grosso do Sul - Campus de Navirai

DOI:

https://doi.org/10.18675/1981-8106.vol25.n49.p282-297

Keywords:

Social Representations, Infant Education, Parent, Men Teachers.

Abstract

This study investigates the social representations of fathers and mothers of children enrolled in the kindergarten, aged 0-3 years, on the role of men as teachers in this stage of education. The theoretical approach is based on thinkers such as Scott (1998), which conceptualizes gender as a cultural issue; Blonde (2012), which discusses about the teaching profession that came to be seen as feminine; Moscovici (1973), which states that people have their attitudes based on the values and ideas prevalent in society, among others. Semi-structured interviews were conducted and recorded in audio, which were transcribed and analyzed later, with two mothers and two fathers of children aged 0-3 years who were enrolled in institutions of Infant Education in the city of Naviraí, MS. The results indicate that social representations are prevalent that the role of Professor of Early Childhood Education is intrinsically related to the maternal role and there is the fear of sexual abuse when it comes to men working with children of this age. It is noticed that the teacher of Infant Education is seen by most respondents more as a caregiver for children than as a teacher educator.

Author Biographies

Josiane Peres Gonçalves, Universidade Federal de Mato Grosso do Sul - Câmpus de Naviraí

Doutora em Educação pela Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS). Mestre em Psicologia Social e da Personalidade pela mesma instituição. Graduada em Pedagogia pela Universidade Paranaense (UNIPAR). Professora Ajunta III da Universidade Federal de Mato Grosso do Sul, Câmpus de Naviraí. Líder do "Grupo de Estudo e Pesquisa em Desenvolvimento, Gênero e Educação" - (GEPDGE).

Adriana Horta de Faria, Universidade Federal de Mato Grosso do Sul - Campus de Navirai

Graduanda em Pedagogia pela Universidade Federal de Mato Grosso do Sul, Câmpus de Naviraí (UFMS/CPNV). Integrante do "Grupo de Estudo e Pesquisa em Desenvolvimento, Gênero e Educação" - (GEPDGE). Bolsista de Iniciação Científica CNPq – PIBIC 1013/2014.

Downloads

Additional Files

Published

2015-08-31

How to Cite

PERES GONÇALVES, J.; HORTA DE FARIA, A. Social representations of parents on the role of men as educators of Children aged 0-3 years. Educação: Teoria e Prática, [S. l.], v. 25, n. 49, p. 282–297, 2015. DOI: 10.18675/1981-8106.vol25.n49.p282-297. Disponível em: https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/8040. Acesso em: 17 jul. 2024.

Issue

Vol. 25 No. 49 (2015)

Section

Artigos

License

Authors who publish in this journal agree to the following terms:

a) Authors assign copyright to the journal, with the work simultaneously licensed under the Creative Commons Attribution License that allows sharing of the work with acknowledgment of authorship and publication in this journal.

b) The policy adopted by the Editorial Committee is to assign copyright only after a period of 30 months from the date of publication of the article. After this time, authors interested in publishing the same text in another work must send a letter to the Editorial Committee requesting the release of the assignment of copyright and wait for a response.

c) This journal provides public access to all its content, since this allows greater visibility and reach of published articles and reviews. For more information on this approach, visit the Public Knowledge Project, a project that developed this system to improve the academic and public quality of research, by distributing OJS as well as other software to support the public access publication system to academic sources. The names and email addresses on this website will be used exclusively for the purposes of the journal and will not be available for other purposes. This journal provides open any other party Creative Commons License This work is licensed under a Creative Commons License