EDUCAÇÃO FÍSICA ESCOLAR E QUESTÕES DE GÊNERO: ANÁLISE DOS ANAIS DO CONBRACE (2015, 2017 e 2019)

Abstract

When dealing with the gender issue in the contents worked on in Physical Education, studies indicate that there are still conflicts related to this theme, which are present in the school environment. This study aimed to analyze prejudiced and stereotyped behaviors in body practices carried out in Physical Education classes at school and, as specific, to verify the main gender conflicts in classes; to identify the actions adopted by the Physical Education teachers who faced these situations and to analyze the possible strategies adopted by the teachers, in an attempt to eliminate or alleviate the conflicts. It is a qualitative research, carried out from a bibliographical review of the CONBRACE 2015, 2017 and 2019 annals, where eight works were selected, meeting three established criteria: GTT that addressed the gender theme; that were related to the school context and addressed the teaching of bodily practices present in Physical Education. Data collection was initially carried out using the aforementioned criteria and later a table was created listing the themes, year of publication and authors found. Through the analysis of the works, it was verified that the majority of the researches presented the existence of gender conflicts during the classes, many related to the denial of the participation of students in certain corporal practices, understood by them as being masculine or feminine practices. Another relevant factor in this study was the identification of the lack of participation and little interest in certain bodily practices, due to a prejudiced idea. It is concluded that students still have a lot of resistance in practicing some modalities, due to stereotyped and prejudiced thinking.