Male teachers in the initial level

Abstract

This article presents observations and reflections on the experience of male early childhood education teachers in Argentina. The study on which this article is based had the objective of identifying and analyzing the strategies that allow male early chidhood teachers to build and sustain a legitimate place for the exercise of their profession, considering problems related to their condition of males in a space historically occupied by women. The reference study, then, opens reflections both in the field of gender and masculinities and in what refers to the definition of the teacher's place. Based on in-depth interviews with early childhood educators, it is framed both in the so-called studies of masculinities and in a broader pedagogical conceptual framework.