SOCIAL REPRESENTATIONS OF MEN TEACHERS ABOUT THE EDUCATIONAL WORK DEVELOPED WITH CHILDREN

Abstract

The present work has the purpose of considers about the social representations predominant in men teachers related to the work developed by male gender professionals with children of infant education and initials series of basic school. Normally, the predominant representations in society are that women have more conditions to work with children due the association between the female image and the mother’s educator role. But, what do men teachers think about it? Would they feel well developing their educational work with small children? These questions intend to be analyzed in this review, which has as a guiding element the concept of socialrepresentations suggested by Moscovici. The qualitative research was accomplished with three men from the inner city of Paraná, which have had the Teaching as the main profession, passed by the experience of act as in the primary school as in the Higher Education, besides that, one of them worked in primary school classes. The results show up that normally men find difficulty at working with children, especially because the predominant representations in the society and incorporated by the majority of teachers, are that women have specific skills, related to the maternity which favor the work with the infant public. However, one of the teachers understands that aren’t unreal the beliefs that children prefer women and men also have some specific skills, mainly related to the calculation area, which can contribute with the background process of the child in school age.