Gênero na formação docente da UFRRJ e na Educação Física escolar do Ensino Médio: um debate sobre discriminações

Abstract

This study discusses how the subject of gender and sexualities within the Physical Education teacher training at UFRRJ can interfere in the classes of the graduates of this discipline in High School in the State of Rio de Janeiro. Through an informal observation during the two years that I was at PIBID (Institutional Teaching Initiation Program) I noticed difficulties of Physical Education teachers in dealing with situations that arose during their classes that involved this theme, such as, for instance, the division by gender in activities. Hence, the question arose: did they have contact with this topic during their training at UFRRJ? And in what way or how do they deal with situations about gender and sexualities that come up in daily school routine? Can they increase gender and sexuality discrimination if they are prejudiced teachers? Assuming that the topic is still considered a taboo in many places, this study may elucidate and help in a pedagogical praxis free from prejudice. The theoretical framework of this study is based on post-structuralist authors, such as Foucault, Judith Butler and Guacira Lopes Louro. The qualitative research used as a tool for data collection interviews with semi-structured scripts with seven Physical Education teachers graduated from UFRRJ. In the data analysis, Bardin's Content Analysis (2016) was used, which consists of analyzing the content of the speeches and organizing them into categories according to the frequency they were presented. As a result, we can conclude that the teacher training of a degree in PE at UFRRJ was not the main source of contact with the subject and that even with the advance in debates on the subject, most experienced situations of discrimination during classes, based on attitudes of teachers or of the students themselves. We can conclude that there is still a barrier to a safe and assertive action on the subject.