PROFESSORES/AS PER(FORMANDO) GÊNERO: CORPOREIDADES, HORMÔNIOS E A EDUCAÇÃO EM CIÊNCIAS/QUÍMICA

Abstract

The discussions on human rights, gender and race are global and urgent. Using elements of participatory research, this study aimed to analyze, understand and characterize the formative process of postgraduate student’s knowledge and reflections mobilized on the gender and sexuality in the teaching of Science/Chemistry. The results show that the students started from a counter-hegemonic intentionality regarding the way in which the issue of hormones is traditionally treated in Science/Chemistry teaching. Furthermore, they recognized scientific knowledge as active in the production and reproduction of systems of oppression teacher on diversity education transgressive way of teaching the subject, beyond the binary conception of gender. The results revealed the possibility of rationalizing sexual and gender dissidences as a form of innovation, as well as the importance of formative processes to rethink dominant epistemologies for the advancement of educational and practices in and for education, to break with the cisheteromonormative perspective that erases the production and existence of people who flee from this logic in Science/Chemistry.