Resumo

CORREA, Luciane Cristina; GRAUPE, Mareli Eliane  e  BRAGAGNOLO, Regina Ingrid. CONTROVERSIES AND BINARISMS: TEACHERS' CONCEPTIONS ABOUT PLAY AND GENDER IN EARLY CHILDHOOD EDUCATION. Revista da FAEEBA: Educação e Contemporaneidade [online]. 2021, vol.30, n.62, pp.243-258.  Epub 16-Dez-2021. ISSN 2358-0194.  https://doi.org/10.21879/faeeba2358-0194.2021.v30.n62.p243-258.

This article aims to analyze the conceptions of gender and play of teachers of early childhood education in a city in the south of Brazil. The theoretical framework encompasses authors such as: Butler (1990), Meirelles (2015), Campos & Barbosa (2015), Kishimoto (2008), Finco (2003), Louro (2014), among others. This qualitative research had as methodological record focused interviews with five teachers and passive participant observation. The data indicate that the gender debate in early childhood education presents controversies and ambivalences, in the teachers' conception, when dealing with play and gender, as they make use of a conceptual order based on binarisms: binarisms between boys and girls, binarisms in toys and games and binarisms in the modes of organization of bodies in educational spaces. Thus, the expansion of knowledge production in the field of gender studies and early childhood education is urgent and necessary.

Palavras-chave : early childhood education; play; gender; binarisms.

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