Estamos preparando Licenciados/as da área de ciências da natureza para falar sobre diversidade sexual e de gênero na educação básica? Uma investigação a partir do ensino de ciências

Abstract

This research analyzes the positions, elements, speeches, approaches and relations between the discussions of Sexual and Gender Diversity and their articulation with the production of the Science Teaching area as well as by future teachers of Natural Sciences. The analysis of these productions followed the orientations of Discursive Textual Analysis (DTA), dividing the results into three analysis corpora. The analysis of the first corpus has an empirical outline based on qualitative and document analysis of data, focusing on productions of the Natural Sciences Teaching field. The second and third corpora operate through participatory research for the investigation delimitation. We investigated the conceptions of students and future teachers of Biology, Physics and Chemistry regarding this topic. The subjects were all taking part in a Pedagogical Practice II class, in the Federal Institute of Education, Science and Technology of Rio Grande do Sul (Instituto Federal de Educação, Ciência e Tecnologia Sul-rio-grandense - IFSul). The first corpus has four categories: (i) gender and sexuality addressed only as biological issues; (ii) obstacles to the teaching of themes related to Sexual and Gender Diversity; (iii) sexism and education and; (iv) discourse and power relations developed for and at school. These units showed exclusive discussions of biological sex education in Basic Education, ignoring social issues about Sexual and Gender Diversity. The second corpus has two final categories: (i) comments that show interest in talking about Sexual and Gender Diversity in the classroom and; (ii) comments that show resistance to information about the theme. As per these categories, there is both openness and interest of future teachers in discussing Sexual and Gender Diversity in Basic Education, as well as resistance to receiving and transmitting information about this theme in the school. The third corpus contains three final categories: (i) the contradiction that exists in Science Teaching; (ii) the development of discernment and respect as key points and; (iii) prejudice and its effects: distancing, social isolation and crimes against life. The categories of this last corpus showed specific units about the disagreement between discourses in Science Teaching, the importance of practicing and developing educational discernment, since sexual and gender prejudice can cause negative effects on psychological and physical health of LGBT individuals. The lack of preparation for future teachers to discuss the theme and the separation between opinion and professional obligation are explicit points that the end of this research demonstrates. Therefore, to help education professionals, both still in training and already graduated, this work allowed for the creation of a digital platform that contains information about Sexual and Gender Diversity, as an educational product, available for free.