The study presented here brings a reflection on the performance of male professionals as
teachers in early childhood education, as well as a historical contextualization of the role of
women and men defined socially. The aim of the research is to understand why, even today,
the teaching performance focused on the initial years and constituted mainly by women, even
though they have no obligation, in official documents, to place them as more able to perform
this function. A historical record of the emergence of daycare centers and preschools in Brazil
is made, describing for what purposes this level of education arises and to whom it was aimed
at first. The work brings some weightings regarding the division of work by gender,
specifically in teaching practice, in which society tends to naturally see female performance
and with distrust and prejudice to that of men. The research conducted sought through the
application of questionnaires and interviews with the students of the pedagogy course of UFT
/ Arraias, to know the profile of these students, the reasons for choosing the course, their
training trajectories and perspectives for future performance as pedagogues. The methodology
used aims to go deep in the subjectivities of the research subjects, paying attention to the
knowledge and their behaviors in view of socially established aspects. The study itself aims to
demystify the common sense that the environment of early childhood education should be
restricted to women as educators; the deconsolidation of gender patterns, which defines
functions having the sex of individuals as premise and the possibility of a greater insertion of
professional men in this follow-up of education, because it is not found any evidence that put
them as less capable of caring and educating.
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