Resumo

SILVA, Miriã Zimmermann da; SCHERER, Renata Porcher  e  DAL'IGNA, Maria Cláudia. Teaching, love and gender in 21st-century Brazilian research: implications for the curriculum. Sér.-Estud. [online]. 2019, vol.24, n.52, pp.123-144.  Epub 09-Jan-2020. ISSN 2318-1982.  https://doi.org/10.20435/serie-estudos.v20i52.1323.

This paper aims to analyze a group of 10 studies carried out in Brazilian Postgraduate Programs in the beginning of the 21st century that have approached the theme of love in relation to Education. Grounded on Teaching Studies and Gender Studies from a post-structuralist perspective, it questions how gender has crossed and dimensioned the binomial teaching and love in research, and its implications for teacher education from the perspective of curriculum as both a route and a producer of ways of being a teacher. By articulating analyses of two doctoral researches carried out in the southern region of Brazil that are linked to a broader research project in a Postgraduate Program in Education, the paper examines a group of studies organized in three groups, by operating with gender as a tool-concept articulated with the binomial teaching and love. Such articulation has enabled us to point out the coexistence of at least three perspectives to understand that binomial: a more polarized one, which acknowledges and accepts love as a historical teaching mark and a female attribute; one that disregards gendered teaching; and one that deepens the understanding of love as a gendered mark associated with sex. Finally, we defend that it is necessary to address, both intentionally and deliberately, the binomial teaching and love in the curricula of teacher education courses.

Palavras-chave : teaching; love; gender.

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