Feminization of teaching in the Sorocaba municipal school system under the teacher’s perspective

Abstract

The research has the purpose of look into the phenomenon of feminization of teaching in Sorocaba, SP city, as well as the perspectives of gender construction in those women, looking for understand the levering in these pedagogical aspects in their pedagogical work in childhood education. It is a qualitative research, trough bibliographic search, half-open questionnaires and semi-structured interview. The questionnaires were applied to nine different teachers, whereby two of them were interviewed. The research results showed that most of teaching professional are women, 8 women teachers and five of them are married and have, at least, two children. Seven of them studied Pedagogy in private universities and only two of them in public universities. There is only a man teacher, married and has two children. Regarding the educational level, all of them have at least two undergraduate programs in there resumé, in private universities, except for one-woman teacher, who has master’s degree and PhD in education. Therefore, the participant’s profile is similar between all of them, which shows the feminization of teaching in early childhood education, mostly because arise from family’s experiences and gender conceptions, what means that being a childhood teacher match with social representation of being a woman, mother, affectionate and caretaker.