Abstract

This research is to gain a better understanding of how masculinity is portrayed, manifested, or subverted in educational and school environments through narratives of educators and teacher. This contribution intends to offer the first phase of the research, focusing specifically on the consequences for teachers' well-being, through the analysis of data from focus groups. The first findings highlight how gender is perceived as a fundamental category for both the individual professional and the school context, and how this assumption constructs an imaginary and a repertoire of social representations that shape the actions and attitudes of men working in early childhood education.