Gender and ethnic-racial interweavings in peer interactions of a group of girls and boys in Early Childhood Education
DOI:
https://doi.org/10.5212/PraxEduc.v.20.24791.072Abstract
This article analyzes gender and ethnic-racial interweavings in the interactions of children aged 4 to 5 in Early Childhood Education, focusing on the central question: How do children experience the processes of socialization (among peers and in the company of adults) within the interweavings of constructing gender and ethnic-racial identities? Based on participant observation, with written, photographic, and filmed records, conducted with a group of 11 girls and 14 boys in a public Early Childhood Education institution, it was found that they sometimes reproduce and legitimize socially learned prejudices, while at other times they show inventiveness and creativity, resisting and overcoming the production of ethnic-racial and gender stereotypes and prejudices. Through their actions, the children contribute to challenging social structures regarding racism and gender inequalities, legitimizing and/or rejecting the maintenance of privileges of whiteness and promoting the crossing of intergender boundaries.
Keywords: Early Childhood Education. Gender relations. Ethnic-racial relations.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 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.
