CURRICULUM AND TRAINING IN PEDAGOGY: WHAT DO STUDENTS SAY ABOUT THE PARADOXES THAT MARK THE WORK WITH GENDER RELATIONS AND SEXUALITIES?

Abstract

The article presents discussions elaborated from a more comprehensive research interested in the relations between teacher training, curriculum, visual culture, and education. For this article, we chose as a cutout the absences and presences of approaches to gender and sexuality relations in teacher training and in the pedagogy curriculum of a federal public university, from the responses of students in this course to a qualitative questionnaire. The theoretical-methodological perspective that guides our analysis is the Foucaul-tian perspective that takes problematization as a way of doing research. The methodological procedure was the application of a questionnaire and based on the students' answers, we took as the focus of analysis the presence, use and effects on the training trajectory and the problematization of their processes of subjectivation with respect to gender and sexuality. What we found was a paradoxical aspect in dealing with gender and sexuality issues.