Educação física escolar e as questões de gênero na contemporaneidade: percepções de professores/as dos anos finais do ensino fundamental das escolar municipais de Itaberaí-GO

• Ano de defesa: 2023
• Autor(a) principal: Cardoso, Taynara Reges
• Orientador(a): Miranda, Made Júnior
• Banca de defesa: Miranda, Made Júnior , Reis, Marlene Barbosa de Freitas , Iwamoto, Thiago Camargo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Goiás
• Programa de Pós-Graduação: UEG ::Programa de Pós-Graduação Stricto sensu em Educação
• Departamento: UEG ::Coordenação de Mestrado em Educação
• País: Brasil
• Palavras-chave em Português: Binarismo; Práticas pedagógicas; Transgeneridade
• Palavras-chave em Inglês: Binarism; Educational practices; Transgender
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.bdtd.ueg.br/handle/tede/1813

The dissertation of the Graduate Program in Education of the State University of Goiás in question aims to reflect on gender issues that cross several relevant categories for training and professional performance, such as the body, the identity differences, the sex-gender system, being transgender as a normative transgression, the feminist movement, power, the notion of patriarchy and binarism, sexuality and pedagogical practices to address the intersectionality and co-education, in addition to the queer theory. Specifically, we highlight the study of Physical Education in schools, a curricular component of basic education, to understand why teachers of this discipline tend not to address gender issues in their classes even if the body practices themselves reinforce gender binarity. Adopting a post-structuralist approach and based on authors such as Butler (2003; 2021), Foucault (1987; 1999), Goellner (2010; 2013a; 2013b), Louro (2001; 2013; 2016; 2021) among others, the research used exploratory methods to conduct interviews with six teachers who work with the subject of Physical Education in four schools, with backgrounds in different areas such as Physical Education, Geography, History, and Literature. We analyzed the results using the content analysis technique, trying to identify the teachers' conception of gender issues in the pedagogical practices. The findings indicate that the majority (4) of the teachers did not follow the initial criterion of being graduated in Physical Education. Despite the precariousness of the teaching work, we emphasize the teachers' training and intervention process because even though they reflect binary normative tactics as fixed repression and show difficulties in working with gender issues in the classes, the teachers mentioned guidelines such as the discussion about sexuality and the intelligible linearity regarding the sex-gender system. As we observed the few studies done in the city of Itaberaí-GO through a survey that shows the current perspective in Brazil about gender issues and Physical Education, transgender and ItaberaíGO, we identified that the researches continue to be directed to capital cities. Even facing the teachers' difficulties in approaching the issues with confidence, we valued the context and the “know-how” of the teachers' lives that showed willingness to share the effects of several situations experienced on the theme. Understanding the school as a social institution that daily reflects patterns and follows social gender roles, we emphasize the re-signification in the process of pedagogical “doing" so that learning occurs from the differences in the ways students express their gender identities in search of a pedagogical practice that is not exclusive, but co-educational.