Understanding how female supremacy has influenced — and still influences — student education is essential to understanding the role of women in education. This determining mechanism for overcoming the paradigms that involve the historical context of the female role in teaching is known as teacher feminization.
Given the relevance of this theme, we will briefly address the history and trajectory of women in this process, especially in Early Childhood Education. We will also point out some female personalities responsible for essential changes in the dynamics of teaching and learning. Follow up!
See the historical importance of some women in education.
From a historical perspective, there are some determining reasons for the supremacy of women in children’s teaching. It is worth noting that, until the 20th century, the teaching role was, in practice, exclusively male. Due to the cultural aspects of the time, the woman was only responsible for the typically “natural” role of the female gender: taking care of the house, serving her husband, having children, sewing and embroidering, for example.
A few decades later, due to the idealization of modern philosophies — or even of a revolutionary character —women began to study, gained space in some typically male areas of work, and achieved some changes.
For cultural and disciplinary reasons, it was necessary to establish teaching for women, especially in Early Childhood Education. This change aimed to make this work as close as possible to constructing the image of a teacher related to maternal and child care.
Thus, under the tutelage of women, primary education was considered the extension of moral, intellectual, and evolutionary training based on the principles of citizenship. This resulted in recognition of the role of women, not only as an educator but also as a trainer of citizens for the state.
Meet some influential women in this field
Check out some personalities who have stood out in the educational process throughout history.
Anne Sullivan (the USA, 1866-1936) was blind in childhood, but despite her visual impairment, she managed to continue her studies and, at a young age, became a private tutor for Helen Keller, a blind and deaf girl who had never been to school.
Anne innovated the pedagogical methods of the time and, through touch, taught Helen to identify objects and relate them to words. Thus, Anne helped the student learn different languages, including English, German and sign language. Helen became an activist and wrote 12 books.
Maria Montessori (Italy, 1870-1952) managed to obtain a degree in medicine but did not practice the profession because, at the time, Italy was one of the countries where women could not examine men. This made medical practice exclusively male.
To fulfill her dream of becoming a doctor, Montessori cared for children with disabilities in a section of the University of Rome. Later, the Montessori method was created, emphasizing self-education and learning according to the child’s efforts and interests.