Sexualidade, gênero e diversidades no contexto de formação inicial de professores na Universidade Federal do Tocantins

Abstract

The notion of human sexuality as propulsor and category that permeates life from birth until death is something yet to be achieved, somehow and at some point, in the process of teacher‘s pre-service education. Therefore, sexuality can be related to the categories of gender and sexual diversity in order to understand their individual historic development and when they gain evidence in society in which the human body was always seen and used agent of repression, possession and currency. The objective of this thesis is to analyze how the categories sexuality, gender and sexual diversity are approached in the teacher‘s education majors at Universidade Federal do Tocantins (UFT). This is a bibliographical and documental investigation of qualitative nature. The historic study on the categories of sexuality, gender and sexual diversity was performed to explain and contextualize them in the context of teacher‘s pre-service education at UFT. Next, the analysis of the visibility or the evincing of the categories in the Courses Pedagogic Projects was performed. In total, 27 projects were investigated which were approved between 2009 and 2016 and still in effect. The categories were investigated in the titles, the syllabus and the objectives of the courses both regular and optional. Only 10 of the projects mentioned courses that contemplated the categories, with 06 regular courses and 05 optional courses. The study concludes that: 1) the categories sexuality, gender and sexual diversities are evinced or invisible in over half the Pedagogic Projects; 2) the professors who elaborated the Pedagogic Projects were not familiar with the functioning of Brazilian schools nor with the official documents regarding teacher‘s education; 3) Only 0,74% of all 1.479 courses offered in the Pedagogic Projects approached the categories, pointing to their evincing and silencing in the teacher‘s education majors at UFT. This results in the absence of professionals to approach these issues, in the fear of doing so at university, as seen in the syllabus, that might make professors uncomfortable, as they might feel offended in their way of ―being‖ in the world often grounded in religious values or traditional behaviors and attitudes. Universities are being forced to change by society and social movements rather than causing society to change through universal knowledge using an inquiry that should be its own by the dynamics of knowledge and the revealing of the world. This research shows that Pedagogic Projects for teacher‘s education majors accommodate and conform undergraduate students rather than ―unsettling‖ them, moving them in challenging situations or promoting their comprehension on the issues investigated. Therefore, university cravens before traditional and religious values, scaping conflicts for political reasons and contributing to the upholding of an educational system that cannot promote change in Brazilian cities and states.