Gênero e sexualidade nos currículos de formação em pedagogia na Universidade Federal de Sergipe

Abstract

In recent years in Brazil, the strong influence of conservative movements in the construction of public policies in education has generated controversy regarding the understanding of what is up to the school and the family in addressing gender and sexuality issues. This picture is reflected in the curricular policies of teacher training, which, in spite of a game of forces, now show advances in addressing these issues, and sometimes re-exchanges. The insertion of the debate about gender and sexuality by the pedagogy degree courses would envision an important contribution to the denaturalization and problematization of homophobia, transphobia, misogyny and sexism that mark society, since in the formation of / the educator has the opportunity to reflect on heterocisnormative beliefs, values and discourses. Knowing that the curriculum is a territory in dispute, produces subjects and is also produced by them, this research aims to analyze how the Pedagogy courses at the Federal University of Sergipe have built their curricular proposals regarding gender and sexuality issues. ; what places gender and sexuality occupy; which pedagogue is to be trained in these curricula when it comes to gender and sexuality and for which school one wants to graduate. For that, it uses a qualitative approach, from a post-structuralist perspective, with inspiration from the analysis of Foucault's discourse. As methodological instruments, the docu-mental analysis of the curricula and curricular reform processes of the two Pedagogy courses at UFS, the campus of São Cristóvão and the campus of Itabaiana, is adopted, as well as semi-structured interviews with teachers and members who make up the Structuring Teaching Nucleus (NDE). From the analysis, it is clear that the insertion of the thematic discussions researched here in the Pedagogy PPC of the São Cristóvão campus is recent and occurred under the requirement of Resolution CNE / CP nº 2/2015. His curriculum is based on a critical perspective of education with a concept of essentialist, fixed, unitary subject, and the pedagogue is seen as an agent for social transformation, a perspective that we consider not addressing the complexity of contemporaneity alone. The Pedagogy course at the Itabaiana campus discusses the inclusion of gender and sexuality in its curriculum before it is mandatory instituted by a national curriculum guideline. On this campus, the reformulation proposal changed the perspective of the PPC to an aspect that we consider closer to a post-critical inspiration, understanding the subject as a historical and cultural construction, the curriculum as a producer of subjectivities and permeated by power relations, and discussions about gender and sexuality are now considered in a significant way, demonstrating a willingness to expand the problematization and understanding of the relationship between education and social complexity. When analyzing the speeches present in the two curricula of Pedagogy at UFS, we reflect that there are different conceptions of education, gender and sexuality on the part of teachers, subject to neoliberal public policies that seek consensus, normalize and homogenize.