Gênero e sexualidade na FACED/UFC: distanciamentos e aproximações na formação de estudantes

Abstract

The present final paper discusses the importance of gender , sexuality and education issues in the initial teacher training, having as an investigative locus the Pedagogy course at FACED/UFC. It seeks t o analyze the distances and approximations between expectations, beliefs and ideas that students of the first sem es ter have in comparison with the findings revealed by students of the last semester. The study explores the incidence that such questions had during the course, with emphasis on the areas, disciplines, projects and approach, identified by the students. As M iskolci (2017 and 2018) points out, gender and sexuality issues in Brazil today have the term “gender ideology”, spread by backward conservat ive sectors of civil society, religious and political organizations, as a cause of moral panic, in order to stop su ch discussions. Thus, Louro (1997 and 2013) warns about the importance of discussing gender and sexuality in teacher training courses and in schools, as there are still high rates of LGBTphobia in Brazil (ABGLT, 2016) and gender violence, especially agai ns t women, showing that heteronormativity is a reality in Brazilian society. Hence, the study raises the following questions: do students in th e first semester of the course have any expectations about dealing with these questions in the course? Do you thi nk it is important that these issues are addressed? If so, in which areas and disciplines? And yet: in which areas and disciplines of the Pedag ogy course at FACED/UFC students from the last semester have access to these discussions? Do you believe that dis cu ssing these matters is important in the course? If so, in what areas and in what form? To answer these questions, questionnaires were applied to both first and last semester students. Based on the data collected, the research shows that students in the f ir st semester of the course find it important that gender and sexuality issues are discussed during the course, setting considerable expectatio ns for these topics to be part of the training itinerary, while students from the last semester revealed that the re were few and shallow discussions on the theme. This conclusion ignites the warning for the faculty of FACED/UFC to pay attention to the impo rtance of the pedagogical work related to these themes.