BETWEEN BODIES: The allowed and the abject in the conception of Science and Biology teachers
The present research aims at the analysis of statements and discourses of science and biology teachers of basic education about sex, gender and sexuality, being they interconnected components of the matrix of heteronormative intelligibility, as pointed out by queer studies. To this end, we set up a focal group of teachers from these disciplines, in which we held a workshop on queer pedagogy, where we applied previous and subsequent questionnaires and performed small dynamics and activities. Based on the material obtained, we focus on the data to analyze them using a methodology to analyze the foucaultian discourse allied to a destabilizing perspective of the queer studies, being possible to come up with discursive statements that point to an ambiguous understanding about what is the sex, gender and sexuality, where essentialist and biologizing conceptions are predominant, but they divide space with more cultural understandings about the same matrix. We have also been able to verify that the dualism between knowledge and ignorance still prevails strongly and a conception of humanistic education that aims at an "inclusion" of the abject and monstrous bodies, disregarding that often the difference does not necessarily want to be included.