Identidades de gênero nos livros didáticos de biológia para o ensino médio

Abstract

This Work Course Conclusion (TCC) is to analyze biology textbooks used in high school and selected within the National Textbook Program (PNLD) - base year 2012, based on studies of gender epistemology. The investigative task proposal is to discuss the concepts of sexuality and gender in their pedagogical use, as a plural dimension to answer the following question: How Biology textbooks content for high school reaffirm discourses and identities of bipolar matrix "male and feminine "in gender relations? it is structured into three chapters, plus introduction and conclusion. Chapter 1 - The Literature review - To question and widen the knowledge about sexuality in Education - The concept of gender and its historical actuality. They made up stories about some literature review of contributions that highlight the conceptual framework of gender issues, their treatment in PNLD and its implications for the teaching of Biology today. Chapter 2 - The Method - The methodology and procedures used - The choice of the textbook as the research setting. The choice Textbook as the research setting. It was defined bases the qualitative method of reference, with emphasis on descriptive and documentary work (literature), as well as emphasis on content analysis procedures from the perspective of objective hermeneutics. In Chapter 3 - Of Results and Discussion - The sexuality theme and main study treatment interfaces relationship between sexuality, gender and teaching Biology. There was a detailed account of two categories of analysis to identify possible convergences and divergences on the conceptual relationship sexuality, gender and teaching Biology, defined as a whole by mapped sentences