Entre corpos e identidades: gênero e sexualidade no ensino de biologia a partir de uma experiência no PIBID

Abstract

This paper presents a report on a teaching intervention proposal developed as part of the Institutional Program of Teaching Initiation Scholarships (PIBID), focusing on the integration of biology topics and discussions on gender and sexuality in high school. This study is based on the hypothesis that the teaching of biology, especially topics related to the human body, often assumes a fragmented and overly technical approach, limiting itself to anatomical and physiological aspects while disregarding the social, cultural, and historical dimensions that shape students’ experiences. The study, based primarily on the work of Guacira Lopes Louro (2014) as well as Joan Scott’s research (2019), discusses the presence of gender-related issues in the initial teacher training of biology teachers and their implications for classroom practice. This research is a qualitative study, specifically an experience report, which also incorporates autobiographical narrative as a methodological tool to reflect upon the author’s journey as a former basic education student, undergraduate student in Biological Sciences, and PIBID scholarship holder. The teaching proposal was implemented with students in classes A, B, and C of the 2nd year of high school at EEMTI Antonieta Siqueira as part of the project “Demystifying Gender and Sexuality in the Classroom”. The teaching proposal integrated topics related to the human reproductive system with discussions on subjects such as the menstrual cycle, gender identity, intersexuality, transgender identity, and respect for diversity, through a combination of lectures and discussions, a documentary screening, newspaper headline analysis, and group discussions. The results showed that integrating biology knowledge with social matters encouraged student participation in biology classes, provided opportunities for critical thinking about commonplace prejudices in everyday school life, and contributed to the creation of a more welcoming and inclusive environment. Furthermore, the project has revealed the importance of PIBID for teacher training, as it enables undergraduate students to experience the school environment, ensuring a genuine integration of teaching theory and practice prior to exercising the profession.