A formação do educador e educadora infantil e a sua atuação por uma educação não-sexista: uma leitura a partir da experiência de professoras do CMEI Haydée Monteiro Bezerra de Melo

Abstract

This monography will discuss on regards to childhood education and the educator’s academic background, as well as his practices working towards a non sexist education. In this context, the present research was made by the desire to investigate in which ways the childhood education, more specifically the educator’s academic background and his pedagogic practices can contribute to a non sexist education. For this reason, the research intends to discuss the following topic: childhood educator formation and their teaching practices on behalf of a non-sexist education. The goal of this research is to investigate the early childhood educator’s academic background e their pedagogic practices acting professionally towards a non sexist education. Main utilized references was: RCNEI (1998); Vianna and Finco (2009); Lopes (2005); Pimenta (1996) and Louro (2014). This monography paper had its research based on qualitative fundments of the methodological referencial. In conclusion, so that the childhood education and or the early childhood educator may work towards a non sexist education, having as his/her objective to promote education practices that can provide for better non sexist relationships between boys and girls, it is fundamental to troubleshoot the academic background of the educators, leading the teachers to be developed more critic, reflexive and more aware in which ways the sexist behaviour can reveal itself on the school environment and in its pedagogic practices.