Resistir na Educação Infantil: pela possibilidade de uma educação não sexista

Abstract

This dissertation intends to think about/with the conceptions of gender in/with the daily life of the Infantile Education from conversational rounds, plays, interactions, speeches, looks, gestures, narratives and theories constructions and was developed in one of the classes of the Oga Mitá School located in Vila Isabel, a Rio de Janeiro neighbourhood. Our intention is to problematize the performative gender production with young children, considering norms and frameworks that surround them, shaping their vision field. Such perceptions, which they acquire through cultural references in articulation with the curricular processes, end up producing difference and through the perspectives of the researches in /of/with the daily life, we propose 'to dive', ourselves, with all our senses at the institution above mentioned, also articulating with the knowledge network woven by the researcher. Thus, this dissertation also has experiences reports which occurred in an educational institution of the public system where the researcher works and, served as an inspiration to think how certain acting and resisting ways are part of the context. We start from these and other memories, that we are made of, also using as reference songs, poems and conversations trying to understand how such norms, expectations and gender roles can be reinforced and negotiated. In order to do so, we understand that beyond the standardization school daily life can also be a place for resistances, deviations, breaches and transformations where children find daily paths to provoke questions, subversions and on doing so, construct their own theories