Título: | DOES THE PRINCIPAL KNOWS YOU ARE DISCUSSING THIS IN THE CLASSROOM?: SEXUAL DIVERSITY AND SCIENCE TEACHING | ||||||||||||||||||||||||||||||||||||
Autor: |
FELIPE BASTOS |
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Colaborador(es): |
MARCELO GUSTAVO ANDRADE DE SOUZA - Orientador |
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Catalogação: | 01/JUN/2016 | Língua(s): | PORTUGUESE - BRAZIL |
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Tipo: | TEXT | Subtipo: | THESIS | ||||||||||||||||||||||||||||||||||
Notas: |
[pt] Todos os dados constantes dos documentos são de inteira responsabilidade de seus autores. Os dados utilizados nas descrições dos documentos estão em conformidade com os sistemas da administração da PUC-Rio. [en] All data contained in the documents are the sole responsibility of the authors. The data used in the descriptions of the documents are in conformity with the systems of the administration of PUC-Rio. |
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Referência(s): |
[pt] https://www.maxwell.vrac.puc-rio.br/projetosEspeciais/ETDs/consultas/conteudo.php?strSecao=resultado&nrSeq=26508&idi=1 [en] https://www.maxwell.vrac.puc-rio.br/projetosEspeciais/ETDs/consultas/conteudo.php?strSecao=resultado&nrSeq=26508&idi=2 |
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DOI: | https://doi.org/10.17771/PUCRio.acad.26508 | ||||||||||||||||||||||||||||||||||||
Resumo: | |||||||||||||||||||||||||||||||||||||
Issues related to cultural differences intrude the daily school life mainly by
pressures made by movements that legitimate their knowledge and fight for status
in the school curriculum. While having the social rule to produce its own
knowledge, mainly through teacher s practice in classroom, the school can not be
seen as a simple pre-existing knowledge transmitter. As a contending value, the
acknowledgement of sexual diversity consist as a controversial debate within the
school, even in science and biology, disciplines traditionally charged with
analyzing the aspects of human body functioning and sexual intercourse. This
study aimed to understand how science and biology teachers, whose discussion of
sexual diversity goes beyond the hegemonic heterosexuality standards, conceive
this subject as part of the school curriculum. For this, semi-structured interviews
were conducted with ten teachers and their speech were analyzed. We assess the
findings of the interviews with three theoretical perspectives: (i) the school
knowledge, recognizing a unique structure constructed at school; (ii) teacher
knowledge, to value the teaching role in the construction of these school
knowledge; and (iii) sexual diversity as a social and historical analysis category.
We conclude the study showing the potential of the concepts of school and
teaching knowledge for the development of science teaching practices involving
intercultural subjects, such as sexual diversity.
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