Gênero e sexualidade no currículo do curso de licenciatura em educação física da UFSCar e suas implicações

Abstract

Inclusion is a perspective often adopted in educational programs that suggests a differentiated attention dedicated to minorities, with the aim of guaranteeing equal rights among individuals. However, it is necessary to understand that among minorities, there are some themes that are marginalized in this inclusion, such as gender and sexuality issues. Gender is a category of social character created to oppose the biological determinism of sex and sexuality is the way people can express their sexual interest, and there may be interest in people of the same sex, opposite sex, both sexes or the absence of partners. Due to the power relations existing in society, there is a standardization of values ​​that demarcate and hierarchize the differences between people. The Physical Education class is an important means, in the school context, in which the differences between boys and girls are evidenced in a hierarchical way. In this scenario, it is the role of the teacher to intervene so that prejudiced attitudes do not happen in class. For this, it is necessary that this educator be prepared to deconstruct the dominant discourses of gender and sexuality. Considering that graduation is an important moment for this preparation to be built, this work aims to analyze whether the present curriculum of the Physical Education Degree course at UFSCar presents indications about the treatment of gender and sexuality issues in the Pedagogical Project, to analyze how teachers trained by this curriculum identify the impact of graduation on these issues and how it affects professional performance. The present research starts from an exploratory qualitative perspective, the data set was obtained through the analysis of documents on the Pedagogical Project of the Physical Education Degree course at UFSCar, and also through semi-structured interviews with trained teachers. ) through this curriculum. From the results obtained, it was possible to visualize the different ways in which gender and sexuality issues can appear in the school environment and in Physical Education classes. As well as it was possible to understand the different strategies that teachers have to be able to intervene under this perspective, either by actions contained in planning or specific educational actions in order to face problems in situations of conflict. Through the analysis of the pedagogical project and the interviews it was possible to conclude that the treatment given by the undergraduate course is not enough for teachers to feel safe and prepared to intervene when the subject is concerned. it's gender and sexuality. In this way, there are suggestions for changes that could be considered in order that the knowledge obtained in undergraduate courses have greater proximity to the pedagogical practice exercised by teachers in a formal education environment.