Autoethnographie et subjectivation : (ré)existence des enseignants masculins dans l’éducation de la petite enfance- Autoethnography and subjectivation: (re)existence of male teachers in early childhood education

The Brazilian educational scenario is marked by research focused on the different agents that comprise it. Due to this historical-cultural heritage, “male” teachers who work professionally in Early Childhood Education face unique difficulties, such as the peculiarity in choosing a profession, the association with pedophilia, questions about sexual orientation, looks of distrust and prejudice. That said, the question is: how can the perspective of the psychologist based on autoethnographic analysis contribute to new achievements in the performance of a “male” teacher in Early Childhood Education? This article aims to deepen the analysis and understanding of the subjectivity regarding the psychologist’s perspective on an autoethnography that permeates this “male” teacher. The relevance of this study lies in the attempt to fill epistemological gaps and advance the scientific literature, especially in the understanding of Michel Foucault’s subjectivation. In short, it is worth noting that the “male” presence is still uncommon in this context, and these teachers tend to adopt intellectual and relational strategies to maintain their position as teachers. To this end, Psychology can contribute to the creation of inclusive practices that promote a more welcoming and egalitarian environment.