PICTUREBOOKS AND GENDER EQUALITY. AN ANALYSIS OF FEMALE TEACHERS’ BELIEFS IN EARLY EDUCATION

Abstract

This exploratory and ethnographic study focuses on gender equality in Early Childhood Education through the reading of picturebooks. In this sense, this paper analyses female teachers’ beliefs, representations and knowledge in order to identify if they read picturebooks in their classroom as a tool for developing attitudes about gender equality. The results, obtained from questionnaires, discussion group and researchers’ diary in a triangulation process, show that there are prejudices, and stereotypes in those teachers’ beliefs. Moreover, teachers demand training about the concept of gender, as well as the construction of diverse identities in the 21st century society. Besides, the results confirm that shared reading and conversation about picturebooks are useful because students´empathy and critical thinking is fostered; and therefore, an inclusive and sustainable education is promoted.