University teaching and the formation of Physical Education teachers: the relationship between its contents and gender

Abstract

Abstract: This paper aimed at investigating and analyzing teachers’ discourses on gender and if there is any relation with
body practices that favor the initial formation of the Physical Education teachers. This is a qualitative study that uses the
discourse analysis method. An open questionnaire containing seven questions was applied to university professors that
work directly with the supervised internship in Physical Education. The current conjuncture of public and educational
policies has problematized the discussion about gender and sexuality within the school environment, being justified from a
hegemonic perspective of the cisgender heterosexuality. The guiding documents of this context have been modified to
meet these precepts, directly affecting the process of the initial formation of the Physical Education teachers, especially
regarding the contextualization of gender in line with the contents of body culture. Based on the information collected, it
was possible to identify a similarity between the teachers’ speeches, which demonstrate the need to address the theme of
gender, making relationships with body practices. Among the teachers, only one base their practices and dialogues on
essentialist ideas, understanding that the practices must meet the biophysiological questions. Thus, there is a concern and
need to discuss this theme during the training process, but there is still little ground for a more technical and specific
treatment.
Keywords: Gender. Professor. Higher Education Institution. Formation.