Entre corpos, textos e silenciamentos: abordagens sobre gênero e sexualidade em livros didáticos de Ciências

• Ano de defesa: 2017
• Autor(a) principal: Silva, Vandcleide Monteiro da
• Outros Autores: [e-mail]
• Orientador(a): Santos, Maria Cristina Ferreira dos
• Banca de defesa: Baião, Jonê Carla , Jácome, Alexandre José Pinto Cadilhe de Assis
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação de Ensino em Educação Básica - CAp UERJ
• Departamento: Centro de Educação e Humanidades::Instituto de Aplicação Fernando Rodrigues da Silveira
• País: Brasil
• Palavras-chave em Português: Gênero; Sexualidade; Ensino de ciências
• Palavras-chave em Inglês: Gender; Sexuality; Science education
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://www.bdtd.uerj.br/handle/1/19486

In school, gender and sexuality is a theme that is frequently discussed as an exclusively biological event, a complex of systems and organs in which characteristics and anatomic, physiological and genetic functioning are studied without taking consideration for the social and historical aspects. The general purpose of this study was to analyze the construction of concepts of gender and human sexuality of Science textbooks. Thus, the method chosen was the analysis of six Professor’s Manuals of elementary school related to gender and sexuality. When it comes to the notion of adolescence, there is little variation in the textbooks that were analyzed, being described as a moment in the life that is marked by instabilities and several emotional and behavioral changes. Only two editions present different comprehensions, taken from The State of the World’s Children Report. The authors show little interest in social contextualization related to gender, which is mainly limited to safe and scientific speeches that approach anatomy and the functioning of the bodies, highlighting an essentialism that is polarized and restricted to the dichotomy men x women. This treatment becomes notable when themes concerning pregnancy and child care are directed to feminine, indicating how deter- mined roles and performances are attributed to the subjects. The difference of treatment given to genders is also present in the perpesctive of the bodies, specially when it comes to reproductive organs. Only one textbook presented the term “gender identity”, escaping from a standardized/biologizing perspective, alluding, then, to transgender people. In some of the textbooks that were analyzed it was observed that the notion of sexuality appears related to pleasure, desire, feelings and personal choices, however sex remains primordially subjected to the idea of procreation/reproduction, besides being invariably subjected to heterosexual practice, except for one single book that uses the term “homosexuality” in one of the final graphics of its respective chapter. Although some authors attempted to establish narratives through different dimensions other than just the biological perspective, the analysis shows that prevails the maintenance of heteronormative norms, where matters of gender and sexuality are rarely approached as social conceptions. Educational material was produced as a proposal for pedagogical workshops, in a sense to contribute to practices that bring forward values and attitudes of tolerance related to gender and sexuality issues in school.