To Örebro University

This study aims to understand how cultural discourses in Norway and Brazil are represented in children’s views on their teachers as seen through a gendered lens. ECEC institutions are infused with local gender discourses represented by professional and parental beliefs. Nordic countries emphasize equality and gender sensitive practice (Edström & Brunila, 2016), while conservative forces in Brazil attempt to block educational policy focusing on gender and sexuality (Vianna & Bortolini, 2020). The theoretical framework posits gender as socially constructed performances (Butler 2004, Connell & Pearse, 2015) that are fluid and situational, cultural, political, and socially multi-leveled. In our case study methodology, data collection is modeled on the Mosaic Approach (Clark, 2017), using observation and open-ended interviews with children, and semi-structured interviews with mixed gender staff and parents. Thematic analysis using an abductive approach was conducted. Children gave assent to their participation, and adults gave informed consent. Data was anonymized. Ethical approval was obtained from National Centres for Research Data. Preliminary findings suggest that children in both settings value playfulness and kindness amongst the staff and are attracted towards staff with those competencies. The Brazilian case exhibits a binary pattern where children see only male teachers with those qualities. In Norway it is harder to distinguish a gendered pattern. We relate these findings to local gender discourses, pedagogical traditions and organizational traits. This study shows how cultural contexts affect gender sensitive practices and challenge gender stereotypes by acknowledging children's voices.