Que gênero de currículo é esse? gênero e sexualidade nos currículos dos cursos de licenciatura da UFS

• Autor(a) principal: Guarany, Ann Letícia Aragão
• Data de Publicação: 2021
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: https://ri.ufs.br/jspui/handle/riufs/15458
• topic: Educação; Formação docente; Currículo; Gênero; Sexualidade; Curriculum; Teacher education; Sexuality; Formación de profesores; Sexualidad; CIENCIAS HUMANAS::EDUCACAO

Among the knowledge authorized to be present or not in the public policy in education and teacher education, gender and sexuality diversities, especially, have been at the center of attention and tensions today. In this sense, the main question of this study is: How are gender and sexuality relations presented in the curriculum of undergraduate courses of Human Sciences at UFS? From this, the thesis aims to understand how gender and sexuality constitute and are discursively constituted in the process of reformulating the pedagogical projects of the degrees in Humanities at UFS. The specific objectives established were: to discuss the knowledgepower relations involved in the process of reformulating the pedagogical projects of the degrees in the institution, from the negotiations between the recommendations of the DCN regarding the diversities and differences of gender and sexual and the desires of subjectivation of the curriculum produced by the courses; to map the concepts and perspectives on gender and sexuality mobilized in the production of the curriculums of the degrees in humanities at UFS; to evaluate how the specific contents of the training area are related to studies and debates on gender and sexuality issues in the scientific/academic field. In this work, Foucauldian studies, gender studies and feminist studies are articulated, anchored in post-critical curriculum research. To support the discussions, we selected ten undergraduate courses in the field of Humanities at UFS and carried out documentary analyzes of the National Curriculum Guidelines for teacher education and those specific to each graduation, of the current Pedagogical Course Projects, of the PPCs being reformulated or approved, in addition to semistructured interviews with professors responsible for curricular reforms and for activities or curricular components identified as those in which gender and sexuality can/should be worked on. We argue, in this thesis, that there are multiple discursive formations in dispute in the process of curricular reformulation for the authorization of knowledge about gender and sexuality and for the constitution of teaching subjectivities attuned or not to diversity or difference. In general, driven by the desires and truths that underlie the need for inclusion, tolerance and respect, gender and sexuality relations occupy a place of eccentricity and punctuality in curriculums, in the search for associating cultural and human diversity with the pattern already established and cultivated throughout the curriculum. Thus, the curriculum of teaching degrees and educational politics do not go towards difference, but it is placed in their landscapes by forces that are not possible to be received in official curricula in the ways in which it legitimizes itself.