GÊNERO E SEXUALIDADE NA FORMAÇÃO DOCENTE: uma análise no curso de Pedagogia da UFMA-São Luís

• Ano de defesa: 2012
• Autor(a) principal: Martins, Walkiria de Jesus França
• Orientador(a): NUNES, Iran de Maria Leitão
• Banca de defesa: Nascimento, Ilma Vieira do , Rocha, Lourdes de Maria Leitão Nunes
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Maranhão
• Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO/CCSO
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Gênero; Sexualidade; Educação; Formação; Currículo
• Palavras-chave em Inglês: Gender; Sexuality; Education; Training; Curriculum
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tedebc.ufma.br:8080/jspui/handle/tede/227

This dissertation examines how to present the categories gender and sexuality in the formation process of the educator from the political-legal document that guides the formation of this professional: the curriculum. The purpose of this research was investigate teacher education related to gender and sexuality issues, from its conception and curriculum development in the School of Education at Federal University of Maranhão, São Luís, MA, in order to highlight the theoretical-methodological guide that orient the initial formation of the educator. We seek, with methodological support of discourse analysis, as proposed by Foucault, to understand the subjective processes found in the studied documents, their political choices and how they treated the themes gender and sexuality. Was used as a methodological procedure literature and official documents that regulate the formation of educators in national and local levels and its reflection in educational process, and the final work of Education students, which made possible question and understand the object. The study shows up the discourses that legitimize knowledge and power in the formative spaces, field in which gender and sexuality are secondary issues as knowledge areas and human development. We highlight the categories as a sine qua non condition to the formation of people that will be enablers of the emancipation of others.