GENDER, SEXUALITY AND BIOLOGY TEACHING: WHAT CAN A STRANGE BODY IN BIOLOGY CURRICULUMS?

Bodies, genders and sexualities were and continue to be a field of intense political clashes. In recent years, we have seen the resurgence of conservative movements in the Brazilian and Latin American political scene, which in the educational field has been defending new attempts at moral control of education, especially in matters involving discourses of gender and sexuality. Among the discursive strategies of this conservative offensive are the rescue and naturalization of the concepts of "family", "man", "woman", "sexuality" and "body". From this context, in this essay paper, we trace as objectives: (a) to reflect on which human body fits in the teaching of science and biology, having as basis the studies of gender and sexuality, and what are the possible consequences that the privileged perspective it can bring to the formation of the subjects involved in this practice; and (b) problematize the effects of hegemonic conception on the meaning of bodies and the production of differences. Thus, we analyze that the hegemonic curricular practices in Science and Biology Teaching have urged us to think of our bodies from a "biologicist" language, eclipsing other languages, other ways of meaning bodies, and thus reiterating a cisheteronormative social structure which makes the living conditions of some people precarious by producing them as abnormal, dissident, or even non-existent. We arrive at the conclusions of this essay affirming the importance of sharpening our ears to hear the plurality, strengthening the possibilities of resistance and the creativity of the ways of life, in order to expand the possibilities of constitution of bodies and liveable lives.