Diverse prejudices and stereotypes are produced and reproduced daily by society, and
most of these stereotypes are legitimized and reproduced in schools. This study is based
on reflections on male activities in early childhood education, based on and related to
gender issues, having as a problem, identify what are the possible reasons for the
smaller number of male teachers working in early childhood education? Its main
objective is to discuss the profile that was established to work in early childhood
education, reflecting on the prejudices, paradigms and stereotypes that surround this
profession and its professionals. Seeking to understand and discuss the hegemonic
notions adopted in early childhood education, it dialogues with ideas and studies by
authors such as Kramer (1987), Freire (1993), Sayão (2005), Ramos (2011), Louro
(2012) and others. The research is qualitative, which makes it possible to analyze the
subjectivities of those involved, thus, it was decided to apply a semi-structured
questionnaire as a research instrument. The questionnaires were directed to students in
the Pedagogy course at the Federal University of Tocantins (UFT), Campus Arraias, to
professionals in early childhood education in the municipal education network in
Arraias and also to parents and / or guardians of students in early childhood education in
same institution. After the presentation and discussion of the results, some
considerations related to this research are highlighted, in which, they point to the need
to change the standards established by society that have permeated the entire history,
thus providing a liberation from the stereotypes and paradigms that condition and
deprive women and men to hold office because of their gender and/or sexuality.
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