O currículo na formação de professores em questões de gênero

Abstract

This thesis belongs to the curriculum epistemological field and aims at analyzing the context of production of syllabuses for the Extension Course in Sexual Diversity and Gender Identities, considering the curriculum as a space-time that serves as a frontier and enunciates different meanings, which enables the creation and recreation of these meanings ascribed to its preparation and implementation. The present work is developed in order to discuss three issues-problems: (A) which senses of sex, gender, identity and difference are proposed in the syllabuses in question? (B) How these meanings are proposed in the documents that guide the course? (c) What conceptions of curriculum are expressed in the analyzed documents and interviews? In order to discuss these issues, this thesis presents several theoretical interactions, which are mainly based on the studies of Elizabeth Macedo, Guacira Louro, Judith Butler, and Stuart Hall. In addition to document analysis, considering the different syllabuses of the course, interviews were undertaken with individuals involved in the construction of the studied curriculum. The study has circumstantially concluded that the syllabuses hybridizes speeches that are linked to the biologization of bodies, to the identity claims of the social movements, and to the theoretical perspectives that address post-structuralism.