Hormônios esteróides e as questões de gênero: uma análise discursiva de aulas de ciências e biologia.

Abstract

We started the inquiries and reflections of this research, from the analysis of who we are as social beings, the relationship with our research object and the influences/interferences of this involvement with the construction of our investigative paths. The research is based on the analysis of the teaching discourse in relation to gender issues regarding the content of steroid hormones. In this way, we aim to analyze the discourse of teachers regarding the production of subjectivities in relation to gender issues from the specific content of biology, steroid hormones, in classes taught in schools and in videos. For the analysis, we performed the observation and recording of the audio of seven classes, one of them in person and the other six in the digital or remote teaching model. The classes had as main theme the endocrine system and the reproductive system, and addressed subjects related, mainly, to the physiology of hormones and anatomy. For the analysis, we selected excerpts that made up the teaching discourse and were permeated by gender issues, based on the following statements: “Sex hormones”: the sexualization of bodies and the determination of genders; Dualisms and dualities: (re)affirming differences; “foreign” bodies; Objectification of women: sexual and reproductive attributions; The superior and sacred male body: a distorted vision; Naturalization of violence from a biological perspective. Our analysis is based on the Foucaultian perspective, we consider that the discourse is loaded with historical relationships and concrete living practices that contribute to the production of social truths. We realized during the analysis that the discourses are part of a mechanism of knowledge and power, rooted in a white, masculine and heteronormative historical and social culture, in which women, their bodies and their hormones are placed in a hierarchically inferior position to men, these discourses contribute to the (re)production of unequal, sexist, prejudiced, misogynistic and violent practices. Based on feminist studies and the studies of feminist biologists, it is possible to circulate other discourses in and out of school that destabilize certainties and enable different ways of thinking about hormones and bodies.