Sexualidade e Formação Inicial: dos currículos escolares aos espaços educativos

AUTOR(ES)
FONTE

IBICT - Instituto Brasileiro de Informação em Ciência e Tecnologia

DATA DE PUBLICAÇÃO

08/02/2011

RESUMO

This work was produced in the Postgraduate Program in Environmental Education and aims to analyze the narratives of future teachers about the issues of bodies, genders and sexualities, and investigate whether these academics understand sexuality as a component in school curriculum. Willing to discuss and reflect about sexuality as a historical and cultural construction which, when correlating behaviors, languages, representations, beliefs, identities and attitudes, forms on bodies such constructs through strategies of power/knowledge, I sought to establish some connections with Cultural Studies in its post-structuralist strands and some propositions of Foucault. For that, I dialogued with authors such as Guacira Louro, Paula Ribeiro, Michel Foucault, Helene Altmann, Jimena Furlani, Rogério Junqueira, Nadia de Souza, Jorge Larrosa, Silvana Goellner, Tomaz Tadeu da Silva, among others. In this research I used the narrative inquiry as a methodological strategy, understanding the narrative as a discursive method in which people build the sense of themselves, others, their experiences and the context in which they exist. The narrative data was obtained through the accomplishment of a course, "Sexuality and Initial Teacher Education: from school curriculum to the educational spaces," offered to students who were attending any teachers graduation courses at Universidade Federal do Rio Grande. This course was developed in semi-presence mode, using the moodle platform, in which students had personal meetings and interactions at distance. The discussions were organized into three themes: sexuality, body and gender and sexual identities. Thirty two students from different teaching areas attended the course. In this study it was possible to notice that preservice teachers emphasized the importance of sexuality being considered as a curriculum component by schools and universities, and they also stressed that issues relating to the scholars bodies have been out of the classroom or have suffered an investment to make them docile and useful. Besides that, we discussed about the interweaving of sexual and gender identities, and according to them, its important to promote this discussion at school, because this way well be questioning the hegemonic models of living ones desires and pleasures. In the narratives produced during the research and in the analysis built, its possible to see that the course worked as a narrative space; in other words, in the process of telling, listening and opposing understandings, concepts, knowledge, life stories, training and teaching practice, future teachers rethought the issues related to sexuality and school. This way, they (re)thought about sexuality and the discussion of this subject in school, unsettling some knowledge that are naturalized in our society, and thus, allowing the emergence of other ways of comprehending sexuality, becoming trained and multipliers of the discussions we built during the meetings and virtual interactions.

ASSUNTO(S)

educacao educação ambiental currículo escolar sexualidade narrativas formação inicial licenciaturas initial teacher education preservice teachers narratives sexuality school curriculum environmental education

ACESSO AO ARTIGO

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