Gênero na educação física escolar: as representações das/dos docentes de educação física do Instituto Federal de Educação, Ciência e Tecnologia do Amapá (IFAP)

Abstract

This research follows the effervescence of the debates of feminism, which gave rise to gender studies, in order to approach and problematize the theme "gender of education", especially in school Physical Education in the Federal Institute of Education Science and Technology of Amapá - IFAP. It is worth remembering that this research does not deny the existence of biological differentiations but believes that the daily practice of perpetuating sexual differences originated this division that has become natural, and that precisely these structuralist arguments support a set of significant structures, such as compulsory heterosexuality and other social markers determining or pre-discoursing about roles and functions of women and men. In this context, it aimed to analyze the representations of Physical Education teachers of IFAP, about the gender theme. It was based on field research with a qualitative approach. The methodological path was constituted, a priori, of three stages: 1) Bibliographical survey; 2) Data collection; and 3) Systematization and data analysis, electing the Critical Discourse Analysis (CDA) in Resende and Ramalho (2019) as a data analysis technique. From the results and analysis outlined in the work it was highlighted the reality of limited understanding, in some cases denied, in others distorted, of the students of IFAP when it comes to the term genders, the gender relations that figure the context of the teaching of Physical Education in IFAP, there are few subjects who have a basic notion about the topic. It was also evident among the adversities found, the absence of actions based on the expansion of debates about the theme, a fact that is reflected in the teaching practice, often, the teacher leaves or needs to find ways and adjustments so they can work these contents in their classes. Also, for the position of the students regarding the inclusion of the theme in their classes, although all discuss the importance of this, two groups emerged, those who defend are aware of the need to work the gender content in Physical Education and those who believe that it is necessary to naturalize the subject to the point that there is no more demand for addressing such issues in their classes. In conclusion, we point out that it is necessary in the teaching of Physical Education as a whole, as well as in IFAP, in the first instance, to recognize and see the differences, to include them as a transversal and multidisciplinary content that must be put into practice, to structure the curriculum and institutionally recognize the existing demand on the debate and discussion of the dichotomies between genders, Finally, the students need to assume their protagonist as educators and their great responsibility in the search for the restructuring of this scenario that perpetuates the systematic gender differences that limit, confine, and oppress people, denying them a fundamental right of freedom to be and to build themselves as a social being.