Resumo

PAVAN, Ruth. Currículo, a construção das identidades de gênero e a formação dos professores. Contrapontos [online]. 2013, vol.13, n.02, pp.102-109. ISSN 1984-7114.

This paper aims at reflecting about curriculum, by articulating it with the production of gender identities in basic education and teacher education. Grounded on curriculum and gender studies, we designed meetings with basic education teachers in which semi-structured interviews were conducted. These meetings showed that teachers have embraced a traditional conception of curriculum, one that is related to their difficulty to include the discussion about the construction of gender identities in the school environment. We have observed that the teachers’ reflections are based on heteronormativity. This is because teachers (as well as every subject) are not subjects ‘themselves’, but rather the result of discourses that were and are unfolded in their bodies, producing specific ways of talking about/silencing gender identities. To subvert heteronormativity, we have pointed out the space/time of both initial and continued teacher education as a significant context to understand that gender identities are historically and culturally constructed by social power relationships, hence, they can be re-signified.

Palavras-chave : Curriculum; Teacher Formation; Gender.

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