Corpos em cena: deslocamentos em gêneros e sexualidades em narrativas de pedagogos/pedagogas em formação inicial no município de Bom Jesus da Lapa, Bahia. Brasil

Abstract

This doctoral thesis aimed to discuss the meanings that pedagogy students attribute to bodies, genders, and sexualities based on their life and schooling trajectories. A problem-question emerged from the motivations presented: What meanings about bodies, genders, and sexualities are constructed by pedagogy students in training? As a general objective, we propose to analyze the meanings about bodies, genders, and sexualities constructed by these students. From this, other specific objectives arose, such as: a) To analyze the subject positions based on the life experiences of pedagogy students during their schooling trajectory; b) To identify the discourses present about genders and sexualities in the (auto)biographies of the research participants. In this thesis, we argue that life and schooling narratives are valuable for investigations around bodies, genders, and sexualities. In this sense, we base our approach on post-critical theories, with a focus on Foucauldian studies, gender studies, and queer theory, asserting that life narratives generate discourses that offer subject positions around bodies, genders, and sexualities. Methodologically, the discussions were conducted with pedagogy students from the State University of Bahia (UNEB) in the municipality of Bom Jesus da Lapa, Bahia, through focus groups. These life narratives produced discourses analyzed using a Foucauldian approach. From the analysis of the focus group meetings, we observed that the autobiographies about bodies, genders, and sexualities are traversed by discourses that permeate power relations and establish subject positions in everyday school and academic life.