Gender and childhood in preschool

narrative excerpts from research with children

Abstract

The objective of this article is to discuss the way in which gender relations are experienced in an Early Childhood Education class, from the perspective of the children themselves. Theoretically based on gender studies, the study analyzes how these constructions influence perceptions and behaviors in the school environment, from a historical and social perspective (Louro, 1997; Beauvoir, 1980). The methodological procedure includes direct observations and interviews with children, allowing their voices and experiences to be centralized. The results reveal that the ways in which children express themselves and attribute meanings to their experiences vary between boys and girls and between different groups, often presenting gender stereotypes, and, at other times, presenting experiences of transgression. The reflections indicate that these stereotypes significantly influence the construction of gender identities, highlighting the need for a critical approach in early childhood education to deconstruct these social norms.