TEACHING TRAINING AND THE RELATIONSHIPS OF GENDER AND SEXUALITY IN THE PEDAGOGY COURSE

This article is an cut from a master's research conducted in a Pedagogy course at the State University of Southwest Bahia (UESB), campus of Itapetinga-BA, in 2019. The research aimed to problematize the discourses on gender and teaching based on the statements of the students and teachers of that course. As a theoretical framework, the studies of Reis (2011), Ferreira (2013a), Hampel (2013), Castro (2014), Sales (2016), Silva (2017), Meyer (2017), Felipe and Takara (2020), were used, among others. As techniques of discourse production, semi-structured interviews and the focus group with 6 (six) teachers (1 man and 5 women) and 10 (ten) students (8 women and 2 men) were used. The perspectives that organize the analyzes are supported by post-critical studies of gender relations, sexuality and education. From the analyzes carried out, we found that the Pedagogy course has problematized gender and sexuality relations in teacher education, however, the speeches show that there are still gaps when it comes to these themes in the course curriculum. In addition, the statements show that the course has not worked in an interdisciplinary way when dealing with content on gender and sexuality. The investigation also revealed that students and professors point to the need for changes and manifest some alternatives to change this scenario, among them, the crossing of these discussions by all the disciplines that are part of the curriculum.