Formação docente em educação física: percepções sobre gênero e sexualidade

Abstract

We live in a period of close coexistence between differences, but discriminations, prejudices, and even hate crimes are still noticeable in society. The school environment still reinforces inequalities by denying the legitimacy of discussions and content about gender and sexuality. Physical education also contributes to the differentiation of genders when, in its practice, it does not allow for changes. In this context, the study's proposal is to investigate the perceptions and meanings attributed to gender and sexuality debates by students of the Physical Education Teaching degree, reflecting on the undergraduates' perception of the role of physical education. This study is a qualitative descriptive research that sought to analyze, classify, and interpret the students' point of view regarding the gender and sexuality theme in the educational environment. The responses obtained showed that there is still some confusion about terms and a shallow interpretation of diversity. It was evident that physical education remains in a vicious cycle where ingrained culture interferes with how students engage with the discussions presented to them. Therefore, university curricula need to include specific disciplines with content that allows for (re)signifying gender, sexuality, and other diversity themes.