Genders, sexualities and bodies in teacher education in Brazil

Carla Cristina Garcia1

Teacher training as well as the entire education system is an area producer of

subjectivities and identities. The critical perspectives, fueled by feminist theories and
practices have shown, with increasing strength, power lines that society is structured not
only by capitalism, but also by patriarchy.
A deep division that produces inequality between men, women and other groups that
come off the heteronormative dichotomy demonstrates how originates appropriation -
markedly disproportionate - the symbolic and material resources of society. This
unequal distribution extends, therefore, education and the curriculum also with regard to
teacher training. The gender and sexual stereotypes are not only widespread, but still
part of the training provided by educational institutions.
The curricula continue to reflect and reproduce gender stereotypes present in society at
large, since the number of teaching materials, textbooks that present critical updates
about this subject is still very small. Gender bias as well as certain classifications
(homo-lesbo-bi-trans phobic) discrimination, are internalized by teachers unconsciously
expect different things from boys and girls, men and women. Such expectations, in turn,
influence or determine their educational trajectories thus reproducing gender
inequalities, among others.
Recent studies have denounced this state of affairs, revealing the need to develop
provocative practices against stereotypes and norms that put into focus the possibility of
looking at education institutions in its dual character of reproduction-processing and
produce conditions conducive to the creation of spaces and specific content in the field
of pedagogy, psychology, epistemology or the sociology of education that create
conditions for resistance against continuing the development of specific curricula and
practices based on prejudice of genders and sexualities.
Questioning the close connections between knowledge and gender identities can
contribute both in relation to social policies and practices - as the knowledge about the
epistemology and pedagogy that we want to build.

1
Carla Cristina Garcia. Is master and PhD in Social Sciences at the Pontifical Catholic University of
São Paulo, BRASIL. Post doctorated in Political Sociology at the Institute Jose Maria Mora-MEXICO,
DF. She is currently Assistant Professor Doctor of the Pontifical Catholic University of São Paulo has
experience as a researcher and tutor of dissertations and theses in the area of Sociology of Gender,
Feminist Studies, Social Policy and transgressive sexualities. She has experience in teaching courses,
workshops and seminars on various educational levels having served as a teacher in training courses on
awareness of gender and sexuality in non-formal education in Brazil and abroad.