“I AM BEING FEARED, I AM THE BOOGEYWOMAN TEACHER”

GENDER, SEXUALITY AND MINOR EDUCATIONS IN EARLY CHILDHOOD EDUCATION

Abstract

This article aims to analyze teachers' narratives that express some minor actions driven by events in the daily life of an Early Childhood Education school located in a city in the interior of the state of Rio Grande do Sul. As a methodological and analytical strategy, we use narrative investigation. To produce data, we carried out narrative interviews, narrative meetings, field diaries and other sources of narrative data. The study problematized some actions that emerged from everyday school life, which we consider minor education that promoted the debate on gender and sexuality issues in the EMEI researched. We recognize the school as being involved in the three central characteristics of a minor education: deterritorialization, political ramification and collective value. In this way, although the actions are singular and originate from an individual act, they somehow cause transformations in the collective. Finally, we found that the resistance strategies that were being produced by the teachers at EMEI emerged from the movement of observing and listening to children, therefore, it is the children who dig the gaps so that the minor can be activated in the school space.