Teacher, yes, aunt, no? A proposal for professionalization of early childhood education from a feminist theory perspective
DOI:
https://doi.org/10.5212/PraxEduc.v.19.23637.087Abstract
Early childhood education has historically been the responsibility of women, associated with maternalist discourses. This leads to a highly feminized composition of early childhood education workforce, in which, despite the recurrent prochildhood discourses, the job of early childhood educators is understood as easy and instinctive that does not require professional training. This is part of an epistemic injustice regarding the patriarchal valuation of knowledge and practices of the profession. It is crucial, from a gender perspective, to deconstruct these discourses anchored in the educational level and examine the symbols, experiences, positioning and exercise of educators in their professional role. The article is a theoretical-reflective essay that aims to analyze the dilemmas of the notion of professionalism at this educational level and develop a proposal from a feminist perspective of the ethics of care.
Keywords: Early Childhood Education. Preschool Education. Feminism. Gender. Professionalism.
Downloads
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Práxis Educativa
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish in this journal agree with the following terms:
a) Authors keep the copyrights and concede the right of its first publication to the magazine. The work piece must be simultaneously licensed on the Creative Commons Attribution License which allows the paper sharing, and preserves both the author identity and the right of first publication to this magazine.
b) Authors are authorized to assume additional contracts separately, to not-exclusively distribution of the paper version published in this magazine (e.g.: publish in institutional repository or as a book chapter), with the author identity recognition and its first publication in this magazine.
c) Authors are permitted and stimulated to publish and distribute their papers online (e.g.: in institutional repository or on their personal webpage), considering it can generate productive alterations, as well as increase the impact and the quotations of the published paper.
d) This journal provides public access to all its content, as this allows a greater visibility and reach of published articles and reviews. For more information on this approach, visit the Public Knowledge Project, a project that developed this system to improve the academic and public quality of the research, distributing OJS as well as other software to support the publication system of public access to academic sources.
e) The names and e-mail addresses on this site will be used exclusively for the purposes of the journal and are not available for other purposes.
This work is licensed under a Creative Commons Attribution 4.0 International License.
