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Article

Spanish, Portuguese

ID: <

oai:doaj.org/article:0da1ec38344d463aac6f95031bf6fb9d

>

Where these data come from
Female teacher and sexuality: representations and practices in the school space

Abstract

Study on sexuality and its influence on the educational practice of female teacher in school space. It aims to analyse the representations of professors on sexuality and sexuality education, highlighting how social control mechanisms and truth speeches influence their work in teaching. Theoretically, the following are used: Foucault (1985; 1989; 1993; 1999; 2000; 2006), with its analyses of power relationships, knowledge and truth devices, with an emphasis on human sexuality and especially that of women; and Moscovici (2007), with the two processes that generate social representations (anchoring and objectivity), presenting itself as an analytical support for sexuality and sexuality education at school. In the history of sexuality, social control mechanisms and truth devices on sexuality, with a focus on women and, in the history of education, some of the forms of exclusion and inclusion of women in formal education, are addressed, with the exception of women entering school as a pupil and as a teacher. Its articulation with teaching, school as a mechanism for monitoring sexuality, especially for women. Interviews are held with subjects of two schools in São Luís (MA), one from the public and the other confessional from the private education network: one education expert, one pedagogical coordinator and eleven teachers. Schools, subjects and their representations are presented about sexual repression, sexuality education and sexuality, as well as the influences of sexuality in educational practice arising from the treatment of sex and sexuality issues in the classroom in particular and in the school space in general. In doing so, sexuality is linked to the educational practice of teachers, demonstrating the emphasis placed on biological materiality on sexuality issues and the ‘lack of knowledge’ of scientific knowledge about sexuality and sexuality education. Sexuality is recognised as a social and cultural construction, with reflection and its contribution being sought as subsidies for the promotion of other studies on the subject.

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