Resumo

GIVIGI, Rosana Carla do Nascimento; ALCANTARA, Juliana Nascimento de; DIAS, Alfrancio Ferreira  e  CARDOSO, Helma de Melo. Training practices in a scenario of contradictions: problematizing gender and deficiency issues. Rev. Educ. e Cult. Contemp. [online]. 2018, vol.15, n.41, pp.54-83.  Epub 15-Out-2018. ISSN 2238-1279.  https://doi.org/10.5935/2238-1279.20180069.

The school produces a process of subtle annihilation of differences: be it racial, gender, ethnic, among others. On the other hand there is a daily resistance that refuses homogenization, which fights for the power of life in a scenario of contradictions. This article aims to discuss two scenarios where the difference is not appeased but rather problematized. The first objective was to analyze how the subjects of body, gender and sexuality are being introduced in the formative practices of the Chemistry and Mathematics degrees of the Federal Institute of Education, Science and Technology of Sergipe-IFS / Campus Aracaju, from the post-critical perspective. The methodological proposal, in the same perspective, used documentary analysis, semi-structured interview and focus group. The second analyzes the process of teacher training in the Continuing Teacher Training Course in the Inclusive Perspective, based on the historical-cultural matrix. The methodological contribution was the collaborative-critical action-research and a process of continuous formation was constructed. The results of both surveys point out that a totalizing synthesis of the differences is not possible; that there is a silencing regarding the normalization of bodies in relation to sexuality or disability; that representations are crossed by medical, biological, and religious discourses that are permeated by heteronormativity; that there are gaps of change from a formation focused on the dialogical vision; that from the theoretical immersion in the articulation with the practices are created powers. Finally, the importance of the dialogic pedagogical practice is affirmed, bringing to school multiple voices, without becoming invisible and / or not recognizing them.

Palavras-chave : Teacher Training; Gender; Deficiency; Collaborative-critical action-research.

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