Cartografias do corpo: Sexualização e normal(t)izações na formação de Professora(e)s de Educação Física

Abstract

Doing post-structuralist research in education is a political and resistance act. Researching gender and sexuality in a society in which norms are based on binarism, in which institutions decide who can live and how they can live, is an act of (re)existence. This research aimed to identify the training practices that aim to discuss and reflect on body, gender and sexualities existing in the training space of the Physical Education teacher to reflect and rethink on the reproduction of binary and normative practices and/or contributions to the deconstruction of these norms. This study was anchored in the concept of post-structuralism and was guided by the cartographic method. Considering non-linear paths, the research was developed from the monitoring of processes and experiences of subjects in training in the Degree Course in Physical Education. Interpreting the experiences from conversations in the field of teacher training with seven students of the Physical Education course of the Federal Rural University of Rio de Janeiro, on the Seropédica campus. It is crucial to think about gender studies reflecting on their decoloniality, criticizing the binarism that still redominates in various spheres of society, including Physical Education. Thinking about an approach that seeks to deconstruct gender hierarchies that marginalize non-compliant bodies is indispensable in teacher training. The deconstruction of binarism is also essential for the promotion of an education that respects and values diversity, allowing all students to feel represented and included. The students' perceptions of the corporealities presented in their formative process revealed a significant articulation between the notions of gender and sexuality. Teacher training therefore needs to align with this articulation, encouraging a critical look at how these dimensions are intertwined in educational practices and sports culture. The inclusion of discussions about gender and sexuality in the curriculum is not only desirable, but necessary to deconstruct stereotypes and promote the acceptance of diversity. When discussing gender relations and sports performance, it was observed that sports culture still perpetuates normative standards that often exclude or silence marginalized voices. The research points to the importance of integrating these discussions into teacher training, recognizing that inclusive Physical Education is essential for the promotion of a fairer and more respectful academic environment. The continuity of this debate and the implementation of more diverse training practices are essential for the construction of a future in which all corporeality and identities are welcomed and valued.