RESUMO: Decorrente de uma pesquisa de mestrado e inscrito na intersecção entre os estudos culturais, feministas e de gênero, particularmente na vertente pós-estruturalista, este artigo problematiza que o discurso biológico atravessa e constitui as justificativas enunciadas por professores/as para separar meninos e meninas na educação física escolar. Como estratégias metodológicas, utilizei questionários para identificar e, posteriormente, entrevistar dez professores/as da rede municipal de ensino de Porto Alegre que separassem os/as estudantes nas suas aulas. Utilizando-me da análise de discurso, suspeito dos essencialismos e das naturalizações como mecanismos estabelecidos por este discurso, numa tentativa de fixar o corpo como construto biológico -origem e explicação da divisão nesta disciplina escolar -, para marcá-lo como construção cultural.Palavras-chave: Corpo. Gênero. Idade. Educação física escolar. Separação de meninos e meninas. THE BODY THAT DISTINGUISHES BOYS AND GIRLS IN SCHOOL PHYSICAL EDUCATIONABSTRACT: Resulting from a master´s degree research and enrolled at the intersection of cultural, feminist and gender studies, particularly in the poststructuralist strand, this article brings the problematic of a biological discourse that goes through and constitutes the justifications given by teachers to separate boys and girls
This paper analyses aspects of the discursive production of heteronormativity at a regional intersection. Inspired by post-critical perspectives, we assume discursive-deconstructionist problematizations about prescriptive or contesting sexual experimentations and forms of regulation, of normalization or of gender contestation. We try to understand how the body constitutes itself as a discursive materiality of practices and of heteronormative regulation manners, also considering this process on compulsory heterosexuality haunts. This work is part of a research project concerning pedagogical practices in Physical Education at school and its field investigation and interlocutions were produced at Vale do Jiquiriçá/BA, in the countryside of Bahia State, Brazil. The discoveries of this study show an imbricate relation between body, gender and sexuality in regional ways of life experience, and so we sustain the relevance of particularizing the life style of the place as a fundamental element in the problematization about those three issues.
Este texto problematiza como o conceito de gênero atravessa os discursos que constituem a separação de meninos e meninas como um recurso necessário e importante nas aulas de Educação Física na escola. Através do uso de questionários e da realização de entrevistas com professores/as de Educação Física dos anos finais do ensino fundamental da Rede Municipal de Ensino de Porto Alegre que utilizavam a separação nas suas aulas foi possível discutir como o gênero dimensiona esta disciplina escolar. A análise foucaultiana de discurso e o gênero como categoria analítica conformaram teoricamente a análise empreendida sobre este material. Palavras-chave: gênero, Educação Física escolar, separação de meninos e meninas.
This paper examines the relationship between gender, sexuality, and biopolitics in order to point out some of its outcomes and effects on the forms of life management and the conduct of women and men in the so-called “public policies for social inclusion”. The qualitative analysis articulates results from a series of studies carried out by a research group in Rio Grande do Sul, Brazil. The theoretical support consists of post-structuralist gender studies, queer studies and Foucauldian studies. Through this analysis, it is possible to conclude that, in the name of social inclusion, the public policies end up intervening and regulating the lives of certain subjects/groups at minimum cost to guarantee both the reduction of social risks and higher levels of security for the population. It is argued that gender and sexuality have been mobilized to create and strengthen some forms of regulation that should enable women and men to act upon themselves and the others, thus continuing to be participative and searching for solutions for contemporary social problems.
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