Gênero na educação física da educação infantil: Análise da produção acadêmica do CONBRACE e CONICE (2003-2021)

Abstract

The objective of this work is to analyze the academic productions on the theme “gender in early childhood education” in the Annals of the Brazilian Congress of Sports Sciences (CONBRACE) and International Congress of Sports Sciences (CONICE), in the last ten (10) editions (2003 -2021). This event was chosen because it is considered the largest Congress in the area among scientific societies in the fields of Physical Education, Sports Science and Leisure Studies. The research in question is a bibliographical study, with a quantitative/qualitative approach, which, by reading the titles and subtitles of the productions, searches were carried out in all GTTs of the Annals of the events as a search location. In order to interpret the collected information, the summaries of possible works were read for the selection of those that addressed this theme. Nineteen (19) works were selected that addressed gender issues in early childhood education, in which they are important to know and analyze the content and pedagogical proposition of works on gender in early childhood education, published in the last ten Annals of the event. The survey and analysis of productions allowed mapping and identifying six themes on the subject, namely: nine (9) productions on analyzes in pedagogical and corporal practices in the early years; four (4) productions on historical research in the field of physical education; two (2) papers on the importance of Physical Education in early childhood education; two (2) productions on the Physical Education curriculum at school; one (1) work on the importance of seeking to deepen the relevant aspect of the construction of the symbolic function; and, finally, a production on the importance of understanding what bullying is and thinking about how the school community should act in these situations. The articles, for the most part, point out that the gendered production of roles socially and culturally assigned to children occurs from the vision and stimulus of the adult, in different contexts and institutions, be they family, religious, school. And as teachers, we must be attentive and attentive to the production of prejudices and that there is a need for pedagogical work aimed at breaking these paradigms. For this, themes such as gender, sexualities, differences and bullying need to be included in the initial training curriculum and in continuing training, since the pedagogical propositions that were able to handle the demands raised in children's Physical Education bring up issues such as the importance of adult mediation before children's conflicts. Finally, I identify that working with gender issues in children's Physical Education can contribute to the formation of a new generation of conscious, respectful and empathetic individuals, capable of recognizing and valuing human diversity.