“Isso não é coisa de menina”: discussões sobre as relações de gênero nas aulas práticas de Educação Física do ensino médio em São Luís/MA.

Abstract

The present dissertation addresses gender relations in practical Physical Education classes in high schools in São Luís/MA, using a qualitative approach. It aims to understand why gender emerges as a determining factor in Physical Education classes, elucidate how gender roles recognized by Physical Education teachers guide practical activities in high school, and investigate to what extent these perceptions influence the choice of physical activities and how students perceive these choices. Furthermore, the research investigates how gender roles recognized by teachers influence the dynamics of practical classes, highlighting pedagogical practices and methodological choices. The research is justified as it allows for reflection on a developing research area in Physical Education and contributes to the academic field by disseminating aspects of the theoretical development of Gender Studies in this area. The field research was conducted at Colégio Militar Tiradentes I, a public state school in the city of São Luís (MA), located at Rua Gabriela Mistral, s/n, Vila Palmeira. The instruments used for this research were questionnaires and interview analysis. A state-of-the-art literature review of knowledge production on the topic in national literature, covering the period between 2017 and 2021, was conducted. The bibliographic survey focused on theses and dissertations indexed in the database of the Coordination for the Improvement of Higher Education Personnel (Capes). The research results were presented using the responses to the questions, based on an analysis of the collected content. This study concludes that the historical trajectory of Physical Education reveals its initial formation with a strong biological emphasis, still maintaining traces of segregation of girls in practical classes. Despite guidelines promoting mixed-gender classes and aiming for the individual's integral development, inclusion progresses slowly. Studies and advancements in the field are essential for building inclusive and egalitarian Physical Education.