Educação física escolar e gênero: representações feministas radicais

Abstract

This research analyses the discourses of feminist and non-feminists women about the possible injustice practiced against girls in the classes of Physical Education. The experimental universe was composed by five feminist activist women and the control universe was composed by a four no activists women. The analysis of the nine semi-structured interviews, based on four freirian categories (being more, dialogicity, rebellion and conscientization), and the aim of theoretical studies about feminist and gender constituted the axial subject of this dissertation. It concluded that the biological discourse, disseminated by school physical education contributes to compose and to essentialize determinations in the historical and social constitution of boys and girls through procedures as separated groups, high performance sports, technicist approaches, among others, but principally through the absence of dialogue. It also concluded that there are many ways and strategies expressions of rebellion in those classes that take off the girls from the place they were designated that of passivity and fragility , generating new forms of resistance. Discriminatory procedures and behaviors, recovered in the speeches of these women, confirm the hypothesis of this study regarding reproduction of gender discrimination, although this discrimination does not happen without transgressions, resistance and rebellion.