Corpo, gênero e sexualidade no ensino de ciências: entre normas e subjetividades

Abstract

This undergraduate thesis investigates how discourses on body, gender, and sexuality are addressed in Science and Biology education, analyzing their relationship with the production of subjectivities and the reproduction or contestation of hegemonic norms. Based on a qualitative approach and grounded in Foucauldian discourse analysis, the study includes narratives from biology teachers and licentiate students, as well as an analysis of official documents such as the BNCC and PNE. The work highlights how Science education, historically rooted in biologizing discourses, can either reinforce or challenge exclusionary gender and sexuality norms. It also examines the rise of political and religious conservatism in Brazilian education, its role in censoring discussions on diversity, and the urgent need for teacher training that embraces the multiplicity of human experiences. The study concludes by advocating for ethical, inclusive, and sensitive pedagogical practices that foster recognition and acceptance within the school environment.