O corpo masculino nos livros didáticos de Ciências: uma análise dos seus discursos e da retirada da categoria “gênero” da Base Nacional Comum Curricular

• Ano de defesa: 2023
• Autor(a) principal: Duarte, Marcos Felipe Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Maranhão; Brasil; Campus São Luis Centro de Educação, Ciências Exatas e Naturais – CECEN; PPG1; UEMA
• Palavras-chave em Português: Corpo masculino; BNCC; Livros didáticos; Ciências; Pesquisa documental; Male body; Textbooks; Sciences; Document search; Ciências Humanas; Educação
• Link de acesso: http://localhost:8080/jspui/handle/123456789/2463

The human body, through the efforts of various sectors and social institutions, is historically named, described, analyzed, privileged or marginalized. When we focus on the male body, we notice discourses based on the maxims of medical and biological science, as well as on the pedagogy of living in society. The male body reflects the period and space in which it is inserted, the existence and the practices of this body construct discourses, and vice versa. The school and the textbooks are spaces that discuss the male body and, therefore, can contribute to the perception of the subjects regarding their body and the construction of masculinity from discourses that guide the power relations involved in gender issues. Among the documents that govern national education, the Common National Curriculum Base (BNCC) stands out, which in 2017, due to conservative pressures, had the mentions of "gender" removed from its original text. From a qualitative documentary research, I analyze here five collections of science textbooks for the Elementary School Final Years (6th to 9th grade) provided by municipal and state public schools in the district of Cidade Operária, São Luís - MA. In these collections I search for the discourses about the male body and aim to problematize them based on Cultural Studies in Education, taking the Foucauldian notion of discourse where objects are also produced by discourses. From the processes of floating reading and in-depth reading I built categories and subcategories for the discussion of the results. What was observed in the analysis is that the textbooks are still based on a binary notion that correlates sex and gender, where the biological perspective of the body focuses on the reproductive capacity of men, and that they almost never discuss intersex or transgender bodies, but that the books bring some discourses that guide the contestation of body standards, the social role of men, and patriarchal privileges. This research generated as a Technical and Technological Product a book in e-book format with pedagogical proposals for working the male body in school.