Diversidade sexual e relações de gênero: um estudo comparativo entre currículos do Brasil e do Chile
Arquivos
Data
2021-05-10
Autores
Zanetti, Kedma Elisandra
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa teve como objetivo discutir similaridades e diferenças dos aspectos conceituais e pedagógicos relativos às questões de sexualidade, diversidade sexual e identidade de gênero presentes nos currículos prescritos brasileiros e chilenos em contextos globais de centralização curricular. Realizamos um estudo comparado e pautado na análise documental dos currículos e documentos oficiais educacionais do Brasil e do Chile, a partir da metodologia proposta por Bereday. A discussão política vigente, relativas à diversidade de gênero e sexualidade é, normalmente, embasada no discurso conservador e anda de braços dados com os valores morais e religiosos. O currículo é o que direciona todo o processo escolar e dissemina os interesses dos grupos e classes dominantes, colocando-os como válidos e mais importantes, expressando assim as relações sociais de poder existentes no campo do currículo. Por ser uma arena política, o currículo também precisa ser local de legitimidade das diversidades sexuais e das identidades de gênero, além de abordar temáticas relacionadas à sexualidade a fim de incentivar o conhecimento do próprio corpo e sentimentos, assim como também o corpo e sentimentos do outro, bem como prevenir abusos, incentivar o respeito e a equidade entre os gêneros, para que tenhamos um currículo e, consequentemente, uma educação mais democrática. Os dois documentos abordam a temática com foco na perspectiva biológica. Não há espaço no currículo para um corpo que sente prazer, que deseja, que performa o gênero, que tem práticas sexuais além do coito heterossexual. A BNCC não apresenta nenhuma concepção de gênero, já nas Bases Curriculares, gênero é associado a homens e mulheres e ao respeito e a manifestação de solidariedade. Os dois documentos abordam a diversidade sob a perspectiva da tolerância, da aceitação e do respeito e não discutem as relações de poder que estão na base da produção da diferença. Percebe-se com esse estudo comparativo que as Bases Curriculares abordam a temática em todos os anos escolares, principalmente nas disciplinas de Ciências Naturais e Biologia, num enfoque mais biológico e na disciplina de Orientação, timidamente trazendo discussões relacionadas aos aspectos afetivos e sociais da sexualidade, apesar de demonstrar postura conservadora na abordagem do conteúdo. Já a BNCC mostra-se bastante conservadora ao silenciar as temáticas sociais em relação à sexualidade e apresentar o conteúdo bastante limitado a pouquíssimos anos escolares e apenas no seu aspecto biológico. Apesar de realidades distintas é semelhante o processo o processo conservador enfrentado pelos dois países.O diálogo entre as nações é imprescindível para a compreensão do próprio sistema educacional e de questões mais amplas de contextos mais globais como a noção de “ideologia de gênero”, por exemplo, que ao estudar outras nações, descobrimos que essa é uma discussão que transpassa as fronteiras do Brasil, do Chile e até mesmo da América Latina.
This research focuses on the discussion about conceptual and pedagogical aspects of similarity and differences related sexual issues, sexual diversity and gender identity in Brazilian and Chilean prescribed curriculum within the global context of curricular centralization. We conducted a comparative study based on a documental analysis of the oficial curriculum of Brazil and Chile, following Bereday’s proposal. The current political discussion about gender diversity and sexuality is normally framed on conservative speech and is aligned with moral and religious values. The curriculum is the frame of all school process and, as such, it disseminates dominant groups and classes’ interest, putting them as legal and more important, thus expressing the social relations of power existing in the field of curriculum. The curriculum must also be a place of legitimacy for sexual diversity and gender identities in addition to addressing issues related to sexuality in order to encourage knowledge of one's own body and feelings because it is a political arena. Other than that, it must address the body and feelings of the other, as well as to prevent abuse, to encourage respect and equity between genders therefore we have a curriculum and, consequently, a more democratic education. Both curriculum documents address the theme with a focus on the biological perspective. There is no space in the curriculum for a body that feels pleasure, that desires, that performs gender, that has sexual practices beyond heterosexual intercourse. The BNCC does not present any conception of gender directly in the Bases Curriculares. Gender is associated with men and women and the respect and expression of solidarity. Both curriculum documents address diversity from the perspective of tolerance, acceptance and respect and do not discuss the power relationships that underlie the production of difference. It is clear from this comparative study that the Bases Curriculares address the theme in all school years, mainly in the disciplines of Natural Sciences and Biology and Orientation, timidly bringing discussions related to the affective and social aspects of sexuality. Despite demonstrating a conservative stance, in approaching the content, BNCC is very conservative in silencing social issues in relation to sexuality and presenting content that is very limited to very few school years and only in its biological aspect. Despite different realities, the conservative process faced by the two countries is similar. Dialogue between nations is essential for understanding the educational system itself and for broader issues in more global contexts such as the notion of “gender ideology”, for example, that when studying other nations, we discover that this is a discussion that goes beyond the borders of Brazil, Chile and even Latin America.
This research focuses on the discussion about conceptual and pedagogical aspects of similarity and differences related sexual issues, sexual diversity and gender identity in Brazilian and Chilean prescribed curriculum within the global context of curricular centralization. We conducted a comparative study based on a documental analysis of the oficial curriculum of Brazil and Chile, following Bereday’s proposal. The current political discussion about gender diversity and sexuality is normally framed on conservative speech and is aligned with moral and religious values. The curriculum is the frame of all school process and, as such, it disseminates dominant groups and classes’ interest, putting them as legal and more important, thus expressing the social relations of power existing in the field of curriculum. The curriculum must also be a place of legitimacy for sexual diversity and gender identities in addition to addressing issues related to sexuality in order to encourage knowledge of one's own body and feelings because it is a political arena. Other than that, it must address the body and feelings of the other, as well as to prevent abuse, to encourage respect and equity between genders therefore we have a curriculum and, consequently, a more democratic education. Both curriculum documents address the theme with a focus on the biological perspective. There is no space in the curriculum for a body that feels pleasure, that desires, that performs gender, that has sexual practices beyond heterosexual intercourse. The BNCC does not present any conception of gender directly in the Bases Curriculares. Gender is associated with men and women and the respect and expression of solidarity. Both curriculum documents address diversity from the perspective of tolerance, acceptance and respect and do not discuss the power relationships that underlie the production of difference. It is clear from this comparative study that the Bases Curriculares address the theme in all school years, mainly in the disciplines of Natural Sciences and Biology and Orientation, timidly bringing discussions related to the affective and social aspects of sexuality. Despite demonstrating a conservative stance, in approaching the content, BNCC is very conservative in silencing social issues in relation to sexuality and presenting content that is very limited to very few school years and only in its biological aspect. Despite different realities, the conservative process faced by the two countries is similar. Dialogue between nations is essential for understanding the educational system itself and for broader issues in more global contexts such as the notion of “gender ideology”, for example, that when studying other nations, we discover that this is a discussion that goes beyond the borders of Brazil, Chile and even Latin America.
Descrição
Palavras-chave
Estudo comparado, Sexualidade, Currículo, Comparative study, Sexuality, Curriculum