Sacudir as evidências da relação de corpo sexo gênero sexualidade na escola: parresiando com professoras da educação básica

Abstract

In this story/thesis, we (un)stitch and (un)sew patches of ideas, intertwining a multiplicity of narratives that traverse the relations of body, sex, gender, and sexuality. The discourses emerge from the candid speech of Linn da Quebrada, Flora, Mariane, and Anderson, science and biology teachers. The questions that mobilized this investigation were: How do the discourses on body, gender, sex, and sexuality of science and biology teachers become truths? How can other discourses on body, gender, sex, and sexuality be (re)signified? These concerns shaped the central objective of the research: to unsettle the evidences within the discourses of science and biology teachers regarding the relationship between body, sex, gender, and sexuality. The theoretical-methodological approach is post-critical, allowing for a methodological bricolage that embraces the multiplicity and contingency of knowledge. The corpus of analysis was built based on parrhesia—the act of speaking truthfully and frankly, regardless of the audience—according to the Foucauldian conception, and the production of hypomnemata, records in which the four teachers narrate themselves, their practices, and school experiences related to body, sex, gender, and sexuality. The discourse analysis was articulated through a Foucauldian and Butlerian perspective, using the categories of body, sex, gender, and sexuality as epistemological tools to challenge so-called universal truths and elucidate the fissures that emerge in the process of thinking through these categories. The discursive findings in the parrhesiastic and hypomnematic narratives highlight: the self-narratives of the teachers reveal the tension between norms and the disruptions they enact to affirm themselves as subjects; the body and sexuality within the school environment; the presence of “strange” bodies in school spaces; the knowledge circulating in science and biology classes about binary, trans, and biological bodies; the interplay of body, sex, gender, and sexuality in schools; the surveillance of teachers’ bodies; the dynamics of teaching practice and teacher training. By confronting and (re)signifying their stories alongside the teachers—stories of prejudice, of discourses on body, sex, gender, and sexuality in schools, of teaching materials, and of pedagogical practices— the research pointed to the need for an inclusive, critical, and integrated sexual education that promotes the recognition and appreciation of diverse experiences of body, sex, gender, and sexuality. Discourse is not merely a reflection of reality but an active element in its construction. We emphasize how these discourses are traversed by power/knowledge relations and regimes of truth that at times challenge, and at other times reinforce, the status quo.