Formação inicial docente em educação para sexualidade nos cursos de Ciências Biológicas no Mato Grosso do Sul

• Ano de defesa: 2021
• Autor(a) principal: Santos, Cristiano Figueiredo dos
• Orientador(a): Machado, Vera de Mattos
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso do Sul
• País: Brasil
• Palavras-chave em Português: Currículo; Sexualidade; Formação Docente
• Área do conhecimento CNPq: Ensino-Aprendizagem
• Link de acesso: https://repositorio.ufms.br/handle/123456789/4139

This research had as object of investigation the sexuality of/in the curricula of initial teacher education in biological sciences in Mato Grosso do Sul, with the general objective of describing and analyzing how and if sexuality is addressed in the curricula of initial teacher education in biological sciences in Public Universities in Mato Grosso do Sul. The theoretical stance that supported this work approaches the post-critical orientation, assuming not only, but mainly, Foucaultian inspirations for a perspective of discursive analysis. The corpus of analysis of our research was constituted in two ways, being, on the one hand, extracted from the pedagogical projects of the investigated courses and, on the other hand, from the experiences reported by professionals from the Universities in interviews. The results indicated that sexuality is addressed in all undergraduate courses in biological sciences at the investigated universities. Most of the pedagogical projects analyzed mention sexuality/gender in the objectives or menus. The approaches are made through discussions that include “sexual orientation”, “sexual education”, “gender relations”, “gender issues” and “sexuality”. Sexuality is triggered in courses by at least four biases, which include “emergence of a situation/classroom”, “inclusion/diversity/human rights/discrimination”, “complementary activities/course completion work/academic week ” and “body/health/disease”. In reports, discursive practices were enunciated permeated by gender violence and episodes of homophobia and transphobia. It was possible to apprehend statements about what is or is not specific knowledge in undergraduate courses, about health, human rights, gender relations and about bodies that allowed exploring their conditions of possibility and highlighting elements of the enunciative function in their discourse control procedures. It is considered that initial teacher training to work with education for sexuality is relevant and necessary in biological science courses. In this sense, the defense that is made is for a curriculum approach that detaches itself from essentializing and biologizing aspects and that approaches the perspective of education for sexualities.