A NATURALIZAÇÃO DAS DESIGUALDADES DE GÊNERO EM BRINCADEIRAS DA EDUCAÇÃO INFANTIL

Abstract

The aim of this dissertation is to analyze the naturalization of gender inequalities in society and how they are experienced in Child Education games. Thus, when reflecting on the role of the school in the face of these inequalities and how toys and games influence the construction of social gender roles for boys and girls, this research is based on thinkers such as: Vygotsky (2007), Brougère ( 2006; 2008) and Kishimoto (1997; 2008) who value playing in childhood and its importance in the constitution of the subject. The theories of Foucault (1984; 2013; 2015) added to studies by Louro (1997), Saffioti (2011) and Dorlin (2021) on gender inequalities underlie this study in order to explain how toys and games are used as instruments for the docility of bodies that legitimize gender (in)equalities at school. By understanding that the school exercises power by sharing knowledge and knowledge capable of breaking barriers and changing the thinking and attitude of adults and providing children with playful learning that develops criticality and creativity as new forms of reality, allowing greater freedom of expression in the construction of children's identities, this work concludes that the role of the school is to educate boys and girls in the truth of science and history, that is, to engender the construction of a critical and active subject, capable of thinking for himself and questioning the norms and excess of prohibitions that impede creativity, freedom, and equality. The present research approaches Cultural Studies by proposing a study that demanded an interdisciplinary research with different perspectives on a cultural issue.