Construção de gênero nas aulas de educação física: análises a partir de relatos de experiência apresentados no CONBRACE

Abstract

Physical Education has its history undoubtedly linked to gender inequality and is still today justified through biological arguments to segregate and to regulate gender identities of boys and girls. Such regulation is done by – and through – language, which is loaded with sense and meanings culturally shared. Thus, recognizing that the language that permeates the field of Physical Education is full of distorted meanings about masculinities and femininities, we aimed to describe and discuss everyday situations, taking gender as an analytical category. To do so, we relied on post-structuralist and post-critical theories to question how the pedagogical practice of teaching Physical Education has acted in these processes and we did it out of experience reports submitted and approved for presentation at the Brazilian Congress of Sports Sciences from 2005 to 2019. Based on the theoreticalmethodological approach of post-critical research in Education we developed a discussion looking for occasional possibilities for a teaching action that is combative and committed to differences. As a result of our analysis, we highlight the importance of placing culture at the center of teaching actions and also of being attentive to the planning of our activities and the power relationships involved in all spheres of society. We conclude that it is necessary that Higher Education courses stop putting the questions of difference on the sidelines and start seeing them as the core of a formation that is supposed to be critical. We also consider that the path to detach Physical Education from unequal gender relations is long, but that we are in dispute, resisting and fighting for an increasingly less unequal Education.