Revista Brasileira de Educação
Print version ISSN 1413-2478On-line version ISSN 1809-449X
Abstract
CASTRO, Roney Polato de and FERRARI, Anderson. CURRICULUM AND TRAINING IN PEDAGOGY: WHAT DO STUDENTS SAY ABOUT THE PARADOXES THAT MARK THE WORK WITH GENDER RELATIONS AND SEXUALITIES?. Rev. Bras. Educ. [online]. 2021, vol.26, e260040. Epub June 10, 2021. ISSN 1809-449X. https://doi.org/10.1590/s1413-24782021260040.
The article presents discussions elaborated from a more comprehensive research interested in the relations between teacher training, curriculum, visual culture, and education. For this article, we chose as a cutout the absences and presences of approaches to gender and sexuality relations in teacher training and in the pedagogy curriculum of a federal public university, from the responses of students in this course to a qualitative questionnaire. The theoretical-methodological perspective that guides our analysis is the Foucaultian perspective that takes problematization as a way of doing research. The methodological procedure was the application of a questionnaire and based on the students’ answers, we took as the focus of analysis the presence, use and effects on the training trajectory and the problematization of their processes of subjectivation with respect to gender and sexuality. What we found was a paradoxical aspect in dealing with gender and sexuality issues.
Keywords : gender; sexuality; teacher training; pedagogy; curriculum.