<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1983-9278</journal-id>
<journal-title><![CDATA[Eccos Revista Científica]]></journal-title>
<abbrev-journal-title><![CDATA[Eccos Rev. Cient.]]></abbrev-journal-title>
<issn>1983-9278</issn>
<publisher>
<publisher-name><![CDATA[Universidade Nove de Julho - UNINOVE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-92782023000300103</article-id>
<article-id pub-id-type="doi">10.5585/eccos.n66.22845</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[HÁ ACESSO PARA PROFESSORES HOMENS NA EDUCAÇÃO INFANTIL?]]></article-title>
<article-title xml:lang="en"><![CDATA[IS THERE ACCESS FOR MEN TEACHERS IN EARLY CHILDHOOD EDUCATION?]]></article-title>
<article-title xml:lang="es"><![CDATA[¿HAY ACCESO PARA DOCENTES HOMBRES EN EDUCACIÓN INFANTIL?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Renan Mota]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fortes]]></surname>
<given-names><![CDATA[Karla Percília da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Coelho]]></surname>
<given-names><![CDATA[Elisângela Madeira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[Nely Monteiro dos Santos de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Pará  ]]></institution>
<addr-line><![CDATA[Belém Pará]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia do Espírito Santo  ]]></institution>
<addr-line><![CDATA[Colatina Espírito Santo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia do Espírito Santo  ]]></institution>
<addr-line><![CDATA[Colatina Espírito Santo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Prefeitura da Cidade de Nova Iguaçu  ]]></institution>
<addr-line><![CDATA[Colatina Espírito Santo]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2023</year>
</pub-date>
<numero>66</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-92782023000300103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-92782023000300103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-92782023000300103&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O presente artigo é fruto da vivência em espaços de Educação Infantil (EI), buscando como objetivo principal analisar, a partir da ótica da categoria gênero, o professor homem. A presença docente masculina na EI é envolvida por dinâmicas de prazer e sofrimento singularizadas, pois contém desconfiança, vinculação a pedofilia, questionamentos e estranhamentos. Os procedimentos teórico-metodológicos foram analisar o acesso e permanência dos homens nesse contexto desafiador. Foram utilizadas as bases de dados Scielo, Pepsic e Indexpsi, com os descritores &#8220;educação infantil&#8221; or &#8220;docência infantil&#8221; AND &#8220;homem&#8221;, &#8220;masculinidade&#8221;. Resultou-se 116 artigos elegíveis, sendo incluídos 7, &#8220;masculinidades&#8221; e &#8220;gênero&#8221;. Os resultados apontam a pluralidade dos motivos e estratégias de enfrentamento, a considerar as masculinidades que, não hegemônicas, permeiam o contexto educacional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The present article is the result of the experience in early childhood education (CE) spaces, seeking as its main objective to analyze, from the perspective of the gender category, the male teacher. The presence of male teachers in CE is involved by singular dynamics of pleasure and suffering, as it contains distrust, links to pedophilia, questioning and strangeness. The theoretical-methodological procedures were to analyze men&#8217;s access and permanence in this challenging context. The Scielo, Pepsic and Indexpsi databases were used, with the descriptors &#8220;child education&#8221; or &#8220;child teaching&#8221; AND &#8220;man&#8221;, &#8220;masculinity&#8221;. It resulted in 116 eligible articles, including 7, &#8220;masculinities&#8221; and "gender". The results point to the plurality of motives and coping strategies, considering the non-hegemonic masculinities that permeate the educational context.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo es el resultado de vivir en espacios de Educación Infantil (EC), buscando como principal objetivo analizar, desde la perspectiva de la categoría de género, al maestro varón. La presencia docente masculina en la EC está envuelta por dinámicas de placer y sufrimiento singularizadas, pues contiene desconfianza, vínculo con la pederastia, cuestionamiento y extrañeza. Los procedimientos teórico-metodológicos fueron analizar el acceso y la permanencia de los hombres en este contexto desafiante. e utilizaron las bases de datos Scielo, Pepsic e Indexpsi, con los descriptores &#8220;educación infantil&#8221; o &#8220;enseñanza infantil&#8221; Y &#8220;hombre&#8221;, &#8220;masculinidad&#8221;. Resultó en 116 artículos elegibles, incluidos 7, &#8220;masculinidades&#8221; y &#8220;género&#8221;. Los resultados apuntan a la pluralidad de motivos y estrategias de afrontamiento, considerando las masculinidades no hegemónicas que impregnan el contexto educativo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[docência infantil]]></kwd>
<kwd lng="pt"><![CDATA[homens]]></kwd>
<kwd lng="pt"><![CDATA[masculinidades.]]></kwd>
<kwd lng="en"><![CDATA[children's teaching]]></kwd>
<kwd lng="en"><![CDATA[men]]></kwd>
<kwd lng="en"><![CDATA[masculinities.]]></kwd>
<kwd lng="es"><![CDATA[la enseñanza de los niños]]></kwd>
<kwd lng="es"><![CDATA[hombres]]></kwd>
<kwd lng="es"><![CDATA[masculinidades.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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