Subjetivação no Percurso da Atuação Profissional Docente de “Um Homem” na Educação Infantil – (De)Colonialities as Devices of Subjectivation in the Professional Teaching Career of “A Man” in Early Childhood Education

The Brazilian educational context is marked by research focused on the different agents that comprise it. Due to this historical-cultural heritage, “men” who work professionally in Early Childhood Education face unique difficulties, such as the strangeness of choosing a profession, the association with pedophilia, questions about sexual orientation, suspicious looks and prejudice. . Male teaching in the area of Early Childhood Education is generally considered a section within the professional category, whose predominance is predominantly female. Faced with this reality, one wonders what the paradoxes are and how the understanding of (de)colonialities as devices of subjectivation can serve to achieve new achievements in the professional performance of the “man” teacher in Early Childhood Education? Through an autoethnographic approach with the aim of triggering writing as a personal narrative, in a self-reflective attitude regarding the inadequacies imposed by the condition of a “male” teacher in Early Childhood Education, the general objective of this doctoral thesis is: to describe and analyze the ( de)colonialities as subjectivation devices in the course of professional teaching “a man” in Early Childhood Education. Among the specific objectives, the following are postulated: a) describe and analyze the reason for choosing to work as a teacher in Early Childhood Education and b) describe and analyze how they accessed and how they maintain themselves in Early Childhood Education. This research is justified in filling the epistemological gap and advancing scientific literature regarding the understanding of subjectivation in Foucault and the originality of research in dialogue with Social Psychology. Some problematizations drive my studies, for example, how can the understanding of subjectivation serve to reach new levels of understanding of the reality of the teaching “man” in Early Childhood Education? Why does the “male” teacher in Early Childhood Education bother and surprise him? A historical approach to the genesis of teaching in teaching in Brazil will also be carried out to situate the reader in the breadth of the subject. Thus, this research was composed of autoethnographic writing that, based on autobiographical impulses, aims to expose the prejudices experienced and (re)exist in teaching praxis in Early Childhood Education by a “male” teacher.