Concepções de acadêmicos e acadêmicas de Licenciatura em Ciências Biológicas a respeito da temática de diversidade de gênero e sexualidade: uma experiência a partir de uma UEPS

Abstract

Gender and sexuality diversity has been an emerging theme in the history of education and Brazilian politics. The subject carries with it a delicate content with complex dimensions that is easy to be misunderstood. Although it is expected that future teachers of Biological Sciences have scientific and plural knowledge about these dimensions, it is clear that the biologizing discourse is still rooted and dominant in the exercise of teaching. The main objective of this research was to investigate the conceptions of a group of undergraduate students in Biological Sciences regarding the theme "Gender Diversity and Sexuality in Science Teaching". We also tried to draw an overview about the sources of information from the subjects related to the themes. The qualitative research subjects were 14 students from the fourth year of the 2018’s Biological Sciences Degree. The sexuality discussion was based on Foucault (1976) and Louro (1997). The didactic intervention for data collection was based on a UEPS - Potentially Meaningful Teaching Unit (MOREIRA, 2011), whose collaborative activities served as instruments of data collection. The analytical instrument used in this work was based on Bardin's Content Analysis (1977). The results indicate that the theme is undeveloped during their graduation, causing insecurity in academics to work with the subject in the classroom as future teachers. The few initiatives that approach the theme are brought by external agents to the students in university, sometimes through postgraduate interventions, sometimes through moments provided by the interaction of PIBID with them. We highlight the social concern shown by the subjects regarding the theme, and the commitment to bring knowledge in contextualized way to their future students.