"O que é normal pra mim não pode ser normal pro outro" : a abordagem de corpo, gênero e sexualidades nas licenciaturas do Instituto Federal de Sergipe, campus Aracaju

• Ano de defesa: 2016
• Autor(a) principal: Cardoso, Helma de Melo
• Orientador(a): Dias, Alfrancio Ferreira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Sergipe
• Programa de Pós-Graduação: Pós-Graduação em Educação
• País: Brasil
• Palavras-chave em Português: Educação; Corpo; Formação docente; Formação de professores; Gênero; Sexualidades; Instituto Federal de Sergipe
• Palavras-chave em Inglês: Body; Teacher training; Gender; Sexualities
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://ri.ufs.br/handle/riufs/4772

This work has as main goal to analyze how the thematic areas of the body, gender and sexuality are being introduced in the formative practices of degrees in Chemistry and Mathematics at the Federal Institute of Education, Science and Technology in Sergipe - IFS/Campus Aracaju. A methodological proposal from the post-critical perspective was built, leaving the normative research and aiming to show that the social phenomena are multiple and heterogeneous. The instruments used were the documental analysis of the Institutional Pedagogical Political Project (IPPP) and Pedagogical Projects of the Courses (PPC) for degrees in Mathematics and Chemistry of IFS, a semi structured interview with the professor at the discipline of Education and Diversity and Focus Group, with the participation of five undergraduate students from the last year of courses. As results, it was possible to infer that the official documents of the degrees expose positive and negative aspects. As a positive point, it offers a discipline with the theme of diversity and also a theoretical concept that presents notions of gender inequalities. And as negative aspect, the silence regarding the normalization of bodies and sexualities is highlighted. Regarding the representations of the students, it was found that are crossed by medical, biological and religious discourses, which are pervaded by heteronormativity, strengthening the dichotomous view of body, gender and sexuality, but also conceptions marked by contradictions and upheavals. It was evident that had no contact with the subject during the degree course, in an official way, as content, debates and issues, but the curriculum of these degrees is not exempted from the issue because it is crossed, in a naturalized and silently way, by normative speeches about gender and sexuality, binary, homophobic discourses, which bring a dichotomous logic of genres. And that these future teachers, for not having discussions about the theme in the initial training, will lead possibly to the teaching practice the reproduction of sexist knowledge and gendered curriculum.