Performances e performatividade: negociações de gênero e sexualidade em aulas de educação física

• Ano de defesa: 2014
• Autor(a) principal: Passos, Adriano Martins Rodrigues dos
• Orientador(a): Gonçalves, Eliane
• Banca de defesa: Gonçalves , Eliane, Sousa, Katia Menezes de, Braz, Camilo Albuquerque de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Sociologia (FCS)
• Departamento: Faculdade de Ciências Sociais - FCS (RG)
• País: Brasil
• Palavras-chave em Português: Educação fisica escolar; Genero; Sexualidade; Performance; Performatividade
• Palavras-chave em Inglês: School physical education; Gender; Sexuality; Performance; Performativity
• Área do conhecimento CNPq: CIENCIAS HUMANAS::SOCIOLOGIA
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/4686

This research is concerned with the negotiations of gender and sexuality which take place in Physical Education classes of a State School in Goiânia. I mainly observed, described and analyzed how the negotiations based on notions of masculinity and femininity are performed, monitored and evaluated by male and female students. Also, I aim at arguing how these students reinforce and/or contest the values and norms about gender and how negotiations of gender and sexuality can produce inclusions or exclusions. Based on this premise I searched for prescriptive, normative and normalizing statements which could be manifested or concealed in official school documents among them the Political Pedagogical Project (PPP) and School Statute - as well as during the Physical Education classes. As theoretical and methodological framework able to subsidize the construction of this work I used the French bias Discourse Analysis, taking Michel Foucault as a guide to understand the construction of statements, speeches, speech acts, and subjectivity. I have borrowed the concept of performance proposed by Richard Schechner that instigated me to understand the behavior as a result of sounds and gestures ritualization which have been said or done previously, where the behavior as being doubly performed, encoded and transmitted would be seen as a restored behavior. From Judith Butler I employed the concept of performativity that allowed me to understand how performances or founding interpellations, through a range of repetitions and social subsidies, have established on the male and female students bodies the discourses that create what they have been named. In addition, this work could neither take for granted the ideas of Guacira Lopes Louro, as she reckons the school as a locus that can influence and serve as pedagogical tool of gender relations and sexuality, nor Jocimar Daólio‟s in the context of Physical Education. They have helped me understand that the body and movement are the results of the culture in which they are immersed. Culture, therefore, is understood here as a result of discursive formations that by presenting a number of statements - with similarity in dispersion in the choice of objects, concepts, themes, and regularities - influence the discourses of different areas in order to mean body movement, sexuality and also the understanding and experience of models of femininity and masculinity. As a result, this dissertation argues that the school directive documents analyzed reverberate power strategies that promote the maintenance of relationships based on gender hierarchy. The Physical Education classes have figured spaces that privilege archetypes taken as masculine. However, exclusions, when they occurred, did not have the sex as main factor. Thus, it was observed that the exclusions were also caused by social markers such as physical skills, abilities, body morphology, especially when the main content of the classes were sports.