Investigando a sexualidade de professoras: suas histórias, saberes e práticas

Abstract

This research investigates the influence of the sexuality in the teachers' fortmation considering that the same occurs during the whole life and continues during all their formal and informal educative process. In this process the sexuality is regularly present, influencing the professors' personality. The studies about the teaching formation from the 90's of the past century, evidence that the experience lived deeply for the teacher throughout her life is the base for the construction of her formation. When detaching the experiences, the sexuality is implicit, fact not indicated by researchers in that decade in reference. As methodology we chose a qualitative approach, and as inquiry instruments we used questionnaires and interviews. Wilhelm Reich is the main theoretical reference of this research, for considering the body as locus of register of the individuals' history life. Reich was a significant theoretician for the context of century XX, for having had the courage to advance in regarding the Freud 's studies about sexuality, and that was the starting point of his investigations for a long period, what resulted in the elaboration of a theory of the scientific-natural sexuality, empirically established, called sexual economy. The theoretical proposals of the reichiana theory are considered as the main element of the understanding of the sexuality in its multiple contexts such as: social, politician, economic and cultural. From this reference, and standing out the emphasis given to the sexuality as basic element in the individuals' life, we analyze histories of life of two teachers that, conscientiously or not, transmit to their students the values that had been transmitted to them throughout their lives. For Reich, the repression of the natural sexuality generates great part of evils that prejudice the social life, and the absence of that repression would become the life more healthful. The two searched teachers' history of life discloses that fact. The teacher who received a repressive education process of her sexuality reflects a strict way of being in her daily teaching. The other teacher whose education was less repressive discloses more flexible and interactive in her educative practical, as many for her students as for her pairs. In that perspective we stand out the need of reestablishing the natural love life of the children, teenagers and adults. Such fact implies in transformations in the social dynamics as a whole. We believe that the educational system and the teaching formation can give significant contributions for these changes.