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Perceção das Famílias acerca da Figura Masculina como Educador de Infância
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Este Relatório Final de Mestrado, realizado no âmbito do Mestrado em Educação Pré-
Escolar, representa o culminar de um percurso de crescimento pessoal e profissional,
desenvolvido ao longo dos últimos cinco anos no Instituto Superior de Educação e
Ciências (ISEC Lisboa).
A escolha do tema — “Perceção das famílias acerca da figura masculina como educador
de infância” — surgiu da experiência pessoal do investigador, que, apesar da paixão pela
educação, sentiu-se deslocado em um meio predominantemente feminino. A investigação
teve como objetivo compreender as razões para a baixa representatividade masculina na
área e explorar as perceções das famílias sobre a presença de educadores do sexo
masculino.
O estudo adota uma abordagem quantitativa, centrando-se na opinião das famílias, um
dos principais agentes na formação das crianças. Através da aplicação de um questionário,
procurou-se compreender como as famílias percebem a presença de educadores
masculinos, os fatores que influenciam essas perceções e as diferenças de opinião entre
famílias com e sem experiência de contato com educadores de infância homens.
Os resultados do estudo revelam que ainda existem estereótipos e preconceitos associados
à figura masculina, sendo possível identificar barreiras culturais e sociais que dificultam
a entrada e permanência dos homens educadores. O relatório conclui que a valorização
da presença masculina na educação de infância pode contribuir para um ambiente
educativo mais equilibrado e representativo, beneficiando o desenvolvimento das
crianças.
This Final Master's Report, carried out as part of the Master's Degree in Pre-School Education, represents the culmination of a journey of personal and professional growth, developed over the last five years at the Instituto Superior de Educação e Ciências (ISEC Lisbon). The choice of topic - “Families' perceptions of the male figure as an early childhood educator” - arose from the personal experience of the researcher, who, despite his passion for education, felt out of place in a predominantly female environment. The research aimed to understand the reasons for the low male representation in the area and to explore families' perceptions of the presence of male educators. The study adopts a quantitative approach, focusing on the opinion of families, one of the main agents in the upbringing of children. Through the use of a questionnaire, we sought to understand how families perceive the presence of male educators, the factors that influence these perceptions and the differences in opinion between families with and without experience of contact with male educators. The results of the study show that there are still stereotypes and prejudices associated with the male figure, and it is possible to identify cultural and social barriers that make it difficult for male educators to enter and remain. The report concludes that valuing the presence of men in early childhood education can contribute to a more balanced and representative educational environment, benefiting children's development.
This Final Master's Report, carried out as part of the Master's Degree in Pre-School Education, represents the culmination of a journey of personal and professional growth, developed over the last five years at the Instituto Superior de Educação e Ciências (ISEC Lisbon). The choice of topic - “Families' perceptions of the male figure as an early childhood educator” - arose from the personal experience of the researcher, who, despite his passion for education, felt out of place in a predominantly female environment. The research aimed to understand the reasons for the low male representation in the area and to explore families' perceptions of the presence of male educators. The study adopts a quantitative approach, focusing on the opinion of families, one of the main agents in the upbringing of children. Through the use of a questionnaire, we sought to understand how families perceive the presence of male educators, the factors that influence these perceptions and the differences in opinion between families with and without experience of contact with male educators. The results of the study show that there are still stereotypes and prejudices associated with the male figure, and it is possible to identify cultural and social barriers that make it difficult for male educators to enter and remain. The report concludes that valuing the presence of men in early childhood education can contribute to a more balanced and representative educational environment, benefiting children's development.