DECONSTRUCTING THE “PEDAGOGY OF VIRILITY”: A CONVERSATION ABOUT MALE TEACHERS MASCULINITIES IN EARLY CHILDHOOD EDUCATIONThe objective of this study was to listen to the narratives of masculinity from male teachers working in early childhood education in the southern region of Brazil. Based on Masculinity Studies and Psychoanalysis, we analyzed the discomfort to which they are subjected in their professional lives when they put the “Pedagogy of Virility” into tension. Based on qualitative research, group meetings were held using Conversation as a methodological device. Eight male teachers who work in early childhood education, directly in classrooms, participated in the study. From data analysis, carried out through clinical listening, three axes emerged that deal with the signifiers: “problem”, “difference” and “power”. The results point to the need for training in Pedagogy that embraces masculinities, for a degenderification of care and for the power of their bodies and pedagogical practices in educational spaces focused on early childhood.
Keywords:
Early childhood education; Masculinity; Teaching; Psychoanalysis; Gender studies