Emotional expressiveness and gender stereotypes in family education: Perspectives of guardians

Abstract

The subject of this study is gender stereotype implications in family education towards the development of emotional expression in male children. The total of 8 semi-structured interviews with family members responsible for boys in the age between 5 and ten years old were conducted and analyzed based on the theoretical- methodological proposal of sense production by Mary Jane Paris Spink (2013). We conclude that the family members in charge understand the importance of emotional expression but find it difficult to note and deconstruct the influence of stereotypes on the daily life of those children. They also naturalize and replicate gender issues socially elaborated, throughout their children development. It must be observed that such boys are also connected with other educational and relationship scenarios, beyond the nuclear family. It is important that the debate regarding educational process takes place in every setting so the children involved understand and express their feelings breaking gender stereotypes reproduced socially.