Educação física escolar e LGBTQIA+ : histórias de vida de licenciandos(as) durante a educação básica e ensino superior

Abstract

School is the first social contact we build outside family relationships and throughout elementary school we are surrounded by the most diverse subjects. This reality contributes to the integral development of students and provides multiple learning experiences that go beyond the school walls and are reflected in life in society. The bodies and identities of the LGBTQIA+ community have historically been repressed and marginalized by society, regarded as a pathological characteristic until 1973. Stigmas, prejudice, and discrimination are recurrent in the social contexts where these bodies are inserted; in the school space it is no different. Having human movement as the object of study, Physical Education at School may involve countless social, cultural, and political issues, among others, providing relevant discussions to fight prejudice and discrimination situations, as well as being fertile ground for the development of problematic situations that show these issues in a negative way. In this case the life experience and background of the teachers can make all the difference since they will guide them in the teaching-learning process. This work will be based on narratives and semi-structured interviews about the life stories of LGBTQIA+ physical education undergraduate students at the Institute of Physical Education and Sports (IEFES) at the Federal University of Ceará. The goal of this study is to understand the relationship of physical education as the formative path of teachers, starting with physical education classes in basic education, going through undergraduate studies in this area and, how these experiences could reflect in their role as physical education teachers. The research was divided into six stages: 1) Invitation to the participants; 2) signing of the informed consent form, 3) performance of the narrative and semi-structured interview, 4) transcription of the interviews by collaborators and 5) analysis of the interviews. At the end, I proposed pedagogical strategies that problematize and counteract the prejudiced and discriminatory situations regarding gender issues in Physical Education education classes. Five people from the LGBTQIA+ community and physical education undergraduate students at the UFC were interviewed. Through the findings of this research, it is possible to conclude a lack of literature about the LGBTQIA+ community related to Physical Education education, understanding the still urgent need to approach social themes in physical education classes, providing a broader critical reflection of the reality experienced by the collaborators.