Corpo, gêneros e sexualidades nos objetos educacionais digitais de livros didáticos de biologia PNLD/2015dissertation
Аннотация: of Uberlândia (PPGED / UFU), aimed at analyzing the presentations in the Digital Educational Objects (OEDs) of Digital Didactic Books of Biology approved in the National Program of Didactic Book (PNLD) -2015, on bodies, genders and sexualities.Qualitative and demarcated as documentary research, the stages of production of the information in this study consisted of: locating the digital textbook collections approved in the PNLD / 2015 (study sources), by accessing and reading the Guide to textbooks -Biology; search the online portal of the National Fund for Education Development (FNDE) for information on the distribution of works in Brazil and on the distribution of the most adopted works in the cities of Uberlândia and Uberaba -MG, the largest cities in population terms that are part of the region location of the PPGED / UFU; and, finally, the immersion in the collections for the survey of OEDs that presented statements about bodies, genders and sexualities.The notion of didactic book was presented, from other research, as merchandise, cultural production and device.From the gender, body and sexuality approaches of the poststructuralist matrix and the Foucaultian understanding that the teachings about bodies, genders and sexualities are distributed between said and unsaid, nine OEDs were elected as corpus for analysis .These were accessed, saved in electronic files, and thoroughly described from the crossreading of the digital and printed books of the collections selected for the research.The description allowed the construction of a map of the OEDs and its particularities in the collections -location of its sources, presentation regarding gender, body and sexuality issues and their locations and contents in the printed book.In this exercise, the constituent elements of the analysis were chosen: the contents of the OEDs, the said and the not said about the research theme.The main conclusions of the study point out that the OEDs contributes to: the reinforcement of stereotypes and binarism of gender and sex; the maintenance of heterosexuality and nuclear family as the valid standard for the experiences of sexuality; the erasing of the active role of women in scientific production; the strengthening of female responsibility in (contra) conception, gestation, childbirth and the care / education of the children's bodies.From a pedagogical and political point of view, the OEDs keep pupils and teachers in a position of power in which they are positioned as mere consumers and reproducers of the method and the constituent knowledge of these objects.
Год издания: 2017
Ключевые слова: Science and Education Research, Gender, Sexuality, and Education, Cultural, Media, and Literary Studies
Открытый доступ: bronze