Atravessamentos de gênero e sexualidade em uma pedagogia dançante feminista na educação de jovens e adultos/as do sul de Minas

• Ano de defesa: 2025
• Autor(a) principal: Carvalho, Bárbara Tatiane Santos
• Orientador(a): Reis, Fábio Pinto Gonçalves dos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Lavras; Faculdade de Filosofia, Ciências Humanas, Educação e Letras – FAELCH
• Programa de Pós-Graduação: Programa de Pós-Graduação do Mestrado Profissional em Educação
• País: brasil
• Palavras-chave em Português: Dança; Gênero; Sexualidades; Feminilidades; Masculinidades; Dance; Gender; Sexualities; Femininities; Masculinities
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufla.br/handle/1/60047

Some of the bodily practices addressed in the daily routines of Physical Education classes are constructed and constituted based on the premises of hegemonic masculinity, femininity, and issues related to sexualities. In light of this, this study aims to analyze hegemonic gender representations and how they regulate pedagogical practices involving dance in the Youth and Adult Education (EJA) context at a public school located in southern Minas Gerais, Brazil. Often, this thematic unit is perceived as a domain reserved for the feminine gender, rarely problematized, and scarcely addressed in a comprehensive manner within the educational context. From this perspective, the following guiding question emerges: How does the naturalization of gender inequalities and the ways young people and adults use their bodies in the school environment affect the processes of learning dance in Physical Education classes? As a methodological approach, we will begin with a bibliographic review to construct concepts related to gender, masculinities, femininities, sexualities, and dance pedagogies. Data collection will be conducted at a state public institution in a municipality in southern Minas Gerais through the development of a didactic unit on dance within the EJA framework, with field diary records and semi-structured interviews. For the interpretation of empirical material, we will employ textual discourse analysis, particularly to capture the subjective impressions of the participants in the investigation. As an expected outcome, we aim to explore the relationships between dance, gender, and sexuality, and to design an extension course to be offered in partnership with the University. The target audience will include teachers from public and private schools as well as undergraduate students in Physical Education programs from local institutions.