Resumen

RIZZA, Juliana Lapa; RIBEIRO, Paula Regina Costa  y  MOTA, Maria Renata Alonso. Sexuality in undergraduate courses and the interface with teacher education policies. Educ. Pesqui. [online]. 2018, vol.44, e176870.  Epub 30-Jul-2018. ISSN 1678-4634.  https://doi.org/10.1590/s1678-4634201844176870.

The purpose of this article is to investigate some policies of teacher education in order to think about the effects of truth that such policies have produced; and analyzed, starting with some dialogue with the elements of the sexuality device proposed by Foucault, the fields of knowledge in which the disciplines addressing sexuality in federal universities appear in a relationship with schools. Research data were collected from a mapping conducted in the universities, in the five geographical regions of Brazil, and they have shown a remarkable presence of discipline in teacher-training undergraduate courses. In addition to the mapping, we have also reviewed some educational policies, in other to think about how much they have impelled such debate around sexuality in teacher education. Based on the analyses undertaken, it was possible to realize that although the disciplines offered are more significant for teacher-training courses, just a few of them focus the school environment. Among the degree courses, Pedagogy emerged as the field of knowledge that prioritizes the discussions on sexuality, as we have found a significant number of disciplines delivered in that course. Concerning educational policies, they have propelled the debate around differences and diversity, which makes them a topic discussed in the discipline programs. These movements to analyze curricula in teacher-training course allowed us to problematize the displacements that the device of sexuality has been going through nowadays.

Palabras clave : Sexuality; Teacher-training courses; Educational policies; Discipline programs.

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