NOTES ON GENDER AND TEACHING IN THE EARLY GRADES: WHAT WE CAN SAY ABOUT MALE TEACHERS

Abstract

This paper aims to reflect on the exercise of male teaching in the early grades, performing the mapping of professionals by gender and training (Art, Physical Education and Pedagogy), considering the factors that influence the absence, insertion, and permanence of male teachers. The methodological approach used was through the analysis of quantitative data from the education networks, online questionnaire, and semi-structured interviews to teachers. We observed that there are gaps in initial and continuing education of teachers on the topics of gender and sexuality and that it is necessary to promote qualified training policies.