Movimentos de formação docente: relações de gênero e sexualidades em cursos de Licenciatura em Pedagogia de três instituições federais mineiras

Abstract

This research aimed to investigate the formation of gender and sexuality relations in Pedagogy teacher training courses at three federal institutions of higher education in the state of Minas Gerais, Brazil, namely the Federal University of Viçosa (UFV), the Federal University of Ouro Preto (UFOP), and the Federal University of Juiz de Fora (UFJF), through focus group discussions with students and interviews with course coordinators. Informed by post-structuralist perspectives on gender, sexuality, and education, as well as Foucauldian studies, the guiding question of this work is: What do Pedagogy teacher training students at these three federal universities in Minas Gerais say about the problematization of gender and sexuality relations in their education? In this thesis, it is demonstrated that teacher training is marked by a process of subject and subjectivity construction, in which students are subjected to gender and sexuality discourses that shape and construct them as teachers. These subjectivities are constructed within certain historical contexts and processes that enable individuals to question their thoughts and attitudes in order to provoke change. Thus, the experience of teacher training as a technology of subjectivization allows students to rethink their ways of being and acting, leading to discomfort and questioning, as well as constructing narratives marked by processes of experiences and self-constitution.