GENDER NARRATIVES IN SCHOOL PHYSICAL EDUCATION: SCOPING REVIEW OF BRAZILIAN SCIENTIFIC LITERATURE IN HEALTH SCIENCES

• Autor(a) principal: Moraes, Bruna Caroline Soares Lopes
• Data de Publicação: 2022
• Outros Autores: Dias, Juliana Rocha Adelino, Oliveira, Rogério Cruz de
• Tipo de documento: preprint
• Idioma: por
• Título da fonte: SciELO Preprints
• Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/3878
• topic: educação escolar; sexismo; cultura corporal; publicações periódicas como assunto; literatura de revisão como assunto; school education; sexism; body culture; periodical publications as topic; review literature as topic; educación escolar; sexismo; cultura corporal; publicaciones periódicas como assunto; literatura de revisión como asunto

This study aims to understand which gender narratives are present in Brazilian scientific production in health sciences regarding school Physical Education. It is an exploratory research, with a qualitative approach. The methodology used was the scoping review and scientific articles found in the Virtual Health Library (Portal BVS) were included in this research. There were 16 articles, which were the sample of this study and were fully read. As a result, it can be stated that: the publications mostly involve public institutions and most of them happened in the decade of 2010; elementary school was the most present educational level and students had an important participation in these researches; the studies were mostly qualitative, with observation and the questionnaire being the most used instruments for data collection. Regarding the concept of gender, the analysis showed that all the works that dealt with these relationships understand gender as a social and historical construction. In this sense, it can be concluded that the Brazilian scientific production in the field of Health Sciences that focused on gender relations in school physical education was outlined by the search for a better understanding of an exclusive, sexist scenario, which stimulates in different ways the bodily experiences of boys and girls and that reproduces stereotypes related to femininities and masculinities and thus, throughout history, has placed girls on a lower and unequal level in school education.