Gênero e Educação Infantil: uma pesquisa documental de políticas públicas federais

Abstract

The present work, in dialogue with Historical-Cultural Psychology, starts from the premise that gender identity will be built in a relational way, in a process that is historical, social, cultural and political, associated with biological factors and linked to the development of the subject. Recognizing the importance of Early Childhood Education for the integral development of children, which includes the construction of their gender identity, this work aimed to conduct a survey and analysis of federal public policies (legislation, publications and programs) in Brazil that address and/or regulate gender issues in Early Childhood Education, in order to understand how this discussion permeates the legal discourses. The data collection took place on the official website of the Ministry of Education, from January to August 2019, where 56 documents (10 legislation, 34 publications and 12 programs) related to Early Childhood Education were selected. The research was conducted in light of the methodological assumptions of documentary research, through which it was possible to see that only three documents (2 legislation and 1 publication) directly address the gender theme. The data referring to these documents were categorized in three thematic axes: 1) gender as central theme; 2) gender as transversal theme; 3) the non place of gender in federal public policies. It was concluded that the questions of gender are almost invisibilized by and in the public politics of Early Childhood Education and, in this sense, it is recognized the importance of fomenting the scientific productions in this area, aiming to extend the discussion of gender in school contexts and to encourage the inclusion of the subject in the Brazilian legal documents.