IS THERE ACCESS FOR MEN TEACHERS IN EARLY CHILDHOOD EDUCATION?

The present article is the result of the experience in early childhood education (CE) spaces, seeking as its main objective to analyze, from the perspective of the gender category, the male teacher. The presence of male teachers in CE is involved by singular dynamics of pleasure and suffering, as it contains distrust, links to pedophilia, questioning and strangeness. The theoretical-methodological procedures were to analyze men's access and permanence in this challenging context. The Scielo, Pepsic and Indexpsi databases were used, with the descriptors "child education" or "child teaching" AND "man", "masculinity". It resulted in 116 eligible articles, including 7, "masculinities" and "gender". The results point to the plurality of motives and coping strategies, considering the non-hegemonic masculinities that permeate the educational context.