Performativities and (Co)Constructions of White Masculinities in Early Childhood Education

Abstract

The objective of this study was to understand how the (co)construction of masculinities occurs in everyday processes through the performativities of two "problem students" diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and how the psychologization of childhood can render these processes invisible. Through studies on the performativities of masculinities, we considered how networks of meanings surrounding these performativities attribute to men the logic of dominance from an early age. The methodology was qualitative, employing participant observation of school routines, interviews, and notes on informal conversations deemed relevant, recorded in a field diary for data generation. It became evident that, even for individuals in socially privileged positions regarding gender and ethnic-racial aspects, hegemonic norms can both be reproduced and subverted. Problematizing these performativities can contribute to the development of individuals who are more critical of their own actions and discourses from childhood.