Deconstructing stereotypes: teaching practice and CTS education in approaching sexism in school toys

Abstract

This work, which is part of an ongoing Doctoral research, explores the deconstruction of gender stereotypes in Early Childhood Education, focusing on teaching practice and Education in Science, Technology, and Society (STS) related to sexism in school toys. The aim of this article is to discuss the role of teachers in planning and implementing pedagogical situations that combat sexism related to toys offered to children in Early Childhood Education, with an approach centered on STS education. This study is based on qualitative exploratory research. For the field research, open interviews were conducted with three Early Childhood Education teachers working in public institutions in the ABC Paulista region. After transcribing the interviews, a critical thematic analysis was conducted, and we noted that some revealed memories related to different teaching practices aimed at combating sexism. The analysis of the results highlighted that teaching practices and STS education are essential to combat sexism in school toys. The importance of free and non-stereotyped play for child development was identified, facing resistance from some parents. The school must review its social role to promote inclusion and combat discrimination, creating a more inclusive and critical educational environment.