A prática pedagógica do currículo cultural da Educação Física e as questões de gênero - parte 2

Summary

This video lesson explores the intersection of gender, sexuality, and physical education curriculum through the lens of cultural pedagogy. The instructors, Cind Augusto, Aline Nascimento, and Marcos Neira, delve into how teachers can challenge binary gender constructs in their practices. They present two case studies—one involving football and another involving capoeira—to illustrate how diverse gender identities and sexualities can be represented in physical education. The lesson emphasizes the importance of inclusive, flexible, and participatory teaching strategies to create meaningful changes in how students engage with gender and sexual diversity in sports and physical activities.

Takeaways

• 😀 The course 'Gender Relations in Cultural Curriculum' focuses on how physical education can incorporate gender and sexuality studies, drawing from feminist and queer theory.
• 😀 The video lesson discusses the importance of gender being understood as a constructed concept, not a natural or immutable one, as argued by theorists like Judith Butler and Paul Beatriz Preciado.
• 😀 The lecturer emphasizes the idea of 'prostheses'—gender being a material construction placed onto bodies—highlighting the fluid and performative nature of gender.
• 😀 Gender performance is seen as an ongoing, repetitive act that happens in public spaces, making it intelligible within a societal framework of masculine and feminine binaries.
• 😀 Educators are encouraged to use non-hegemonic practices (e.g., capoeira) in their teaching to disrupt traditional gender norms and provide alternative representations of gender roles.
• 😀 Teachers should actively incorporate diverse bodies and experiences into the classroom, especially by including a range of practitioners and perspectives, to avoid reinforcing narrow, binary gender definitions.
• 😀 The role of aesthetic-didactic choices in education is crucial; by selecting different people, materials, or practices, educators create opportunities for students to engage with different gendered representations.
• 😀 Teachers can help students rethink gender by creating 'performative' moments where students are exposed to diverse gendered practices and are encouraged to challenge their preconceived ideas about gender.
• 😀 The idea of 'countersexuality' is key—this concept moves beyond constructing new truths and instead seeks to dismantle naturalized gender categories and challenge societal norms around gender and sexuality.
• 😀 Effective pedagogy on gender and sexuality in physical education requires continuous engagement and reintegration of diverse perspectives into the curriculum, not just occasional lessons or special projects.

Q & A

What is the main focus of the video lesson in relation to physical education?

The main focus of the video lesson is to explore how gender and sexuality are treated within the cultural curriculum of physical education. The aim is to understand how to incorporate gender studies and feminist and queer theories into teaching practices.

How does the speaker define gender in the context of the curriculum?

The speaker emphasizes that gender is not natural or immutable, but is instead constructed through cultural and performative practices. They draw on the ideas of Paul Beatriz Preciado and Judith Butler to explain gender as prosthetic and performative, developed through repeated acts and material realities.

What role does the concept of 'prosthesis' play in the lesson?

The concept of 'prosthesis' is used to describe how gender is not inherent but is constructed and shaped through societal practices, choices, and the material realities within the educational context. This helps challenge the rigid, binary understanding of gender.

What is the significance of using a variety of bodily practices in the lesson?

By incorporating diverse bodily practices and representations in the curriculum, the lesson aims to disrupt traditional gender norms and allow students to experience a broader range of gender expressions. This approach encourages a decolonization of the curriculum and challenges hegemonic pedagogical practices.

How does the lesson incorporate the idea of 'performative actions'?

The lesson incorporates performative actions by encouraging students to engage in practices and experiences that challenge the binary understanding of gender. These actions are not about establishing fixed truths but about opening up new possibilities for gender expression and identity.

Why is it important to include various social actors in the learning process?

Including various social actors, such as students, teachers, and external figures, allows for a more inclusive and multifaceted approach to understanding gender and sexuality. These actors bring different lived experiences, contributing to a richer, more nuanced exploration of these topics in the curriculum.

What does the term 'cultural curriculum' refer to in this context?

In this context, the 'cultural curriculum' refers to the broader teaching practices and content in physical education that go beyond traditional sports and activities. It integrates discussions about gender, sexuality, and identity to shape a more inclusive and reflective understanding of physical practices.

How does the video suggest gender issues should be addressed in physical education?

The video suggests that gender issues should be addressed by offering alternative perspectives through diverse practices, videos, and narratives. This approach allows students to critically engage with the concepts of gender and sexuality, moving away from rigid gender binaries.

What is the role of teachers in facilitating these gender-related discussions?

Teachers play a key role by selecting and facilitating materials and practices that challenge traditional gender norms. They must encourage dialogue, listen to students' viewpoints, and create opportunities for students to explore and reflect on gender in a critical way, rather than simply imparting a fixed set of beliefs.

Why is it important to question fixed notions of football and gender, according to the script?

Questioning fixed notions of football and gender is important because it allows students to see that sports, including football, are not inherently tied to rigid gender roles. The teacher's role is to create an environment where multiple interpretations of what football and gender can be are explored, helping to deconstruct stereotypical views.