Corpo e sexualidade no currículo do ensino de ciências: um olhar a partir de Foucault

Abstract

This dissertation is inserted in the field of Science Teaching, aimed at identifying and mapping how different conceptions of body, gender and sexuality are used in this teaching modality, articulating as applicable with useful Foucaultians. Initially, we carried out a literature review, based on the procedure inspired by Michel Foucault (2015), in order to research and select scientific articles that discussed the themes (body and sexuality) in science teaching and, after, we will analyze the approach addressed in each one of them. In a second moment, continuing what was discussed in the first article, it concentrates a research on bibliographic analysis, of a qualitative nature, on the way of approaching knowledge in Brazilian Science Teaching. At that time, the results found were found based on Foucault's critique regarding the approach, contextualization and conception of the concepts that comprise a given area of education, which is shown to be stuck and apparently incapable of freeing itself from mechanisms that keep it immutable. Finally, and without intending to close or exhaust the theme, we proceeded to research the pedagogical plans of the natural science courses taught at UFFS, in order to analyze the presence of the concepts of gender and sexuality in the documents. In addition, we analyzed the basic and complementary bibliography used in each document, which allowed an analysis of the methodology used to approach these themes. The study was carried out with notes inspired by the notion of archeology and genealogy, through which we seek to know the notions of the saber, and the environment in which it subsists and is transmitted.