Science teachers' conceptions of gender identities: queering sexuality education
The goal of this study is to analyze statements and discourses of science and biology teachers of basic education about sex, gender, and sexuality, interconnected components of the matrix of heteronormative intelligibility, according to misguided studies. To this end, we set up a focus group with those teachers, in which we held a workshop on queer pedagogy with previous and subsequent questionnaires, besides small dynamics and activities. Based on these results, we focus on the speeches and productions of the participants to analyze them by the Foucaultian speech analysis methodology combined with a destabilizing perspective of misplaced studies in the foreground, as well as transfeminism and decolonial studies. From that, we come across discursive utterances that point to an ambiguous understanding of what sex, gender, and sexuality are, where essentialist and biologizing conceptions are predominant, but share space with more cultural understandings about sex and gender. This is also revealed between a compound of ambiguous understandings profiled, sometimes to cisheteronormative discourse, sometimes to second-wave feminism, with few flashes of occasion to a closer understanding of trans-viability. It was also possible to check that the dualism between knowledge and ignorance still prevails strongly and also a conception of humanist education that seeks for “inclusion” of abject and monstrous bodies, disregarding that, often, the difference does not necessarily want to be included.