Modos de endereçamento no currículo: construindo feminilidades e sexualidades no recreio escolar.

Abstract

This writing is about the connections among curriculum, femininities. sexualities and school recreation. It aims to investigate the participation of curriculum on the construction of femininities during the first years of Elementary School. When talking about curriculum, I refer to the discursive practices – based specifically on the Transversal Subject “Sexual Orientation”, part of the National Curricular Parameters (Parâmetros Curriculares Nacionais: PCN) – and the non-discursive practices – such as free or conducted activities played on the school recreation, addressing modes and physical techniques of body control, control regulation of student’s space and time, and architectonics organizing techniques. Those practices linked or not, produce specific kinds of femininities directly connected to their own social context. From a post-structuralistic perspective and the assumptions of Elisabeth Ellsworth (2001) on addressing modes, I intend to understand the construction of femininities on the school recreation space. It’s important to point out that recreation is understood here as the curriculum non-discursive practices (physical techniques of body control, rules of time controlling on individuals or institutions and architectonics organizing techniques). Considering that these concepts operate through relations of power, I have tried to map and experience them on a public school in the town of Cerrito – Rio Grande do Sul – using an ethnographic suggested method. The methodological procedures engaged the observation of the school recreation, interviews with the recreation inspectors and the making of a field diary. The research was built on first and second elementary school students. My argumentation is that the curriculum addressing modes produce a specific pattern of femininity and sexualities.