Relações de gênero na identidade docente: um estudo a partir de professoras e professores de educação física

Abstract

It was with the physical education identity crisis in the 1980s that scholars in the area promoted changes in the perspective on which this curricular component was presented in school. Considering that research in the field of Physical Education, both as a social practice and as a pedagogical practice, are increasingly connected to studies of intersectionality and studies of feminist epistemology, this field of research has contributed to the attribution of meaning and meaning to the knowledge of body culture and their possible dialogues with the school. Therefore, as a general objective, this research proposes to analyze the gender relations in the teaching identity of teachers and teachers of Physical Education. Methodologically, this study analyzed the theme in the light of the qualitative method, from the application of a questionnaire with teachers graduated in the Degree in Physical Education of the Federal Rural University of Pernambuco. Parts of the data are systematized in the form of graphs, but transcriptions of the questionnaires are also presented. The results of the research indicate that there is a male hegemony in Physical Education; that there are certain influences of the gender of the teacher in their relationship with the student; the predominance of Physical Education content and their links with the gender issue. Therefore, the need to give visibility to the gender issues within the school and in the formation of teachers and teachers is defended; the constant teacher interference in cases involving gender discrimination, as this may change the behavior of students; within the possibilities of the School Physical Education for the defense of the equality if it has the concept elaborated by Daniela Auad of coeducation, this, because, here, a respect is respected to the diversity within the human relations. In addition, this research has no other position than the opposite of any social policy or action that would disregard the need to work systematically and pedagogically on social markers such as gender, race, sexuality, physical and intellectual abilities, and religiosities within the school.