Diversidade de gênero e sexual na formação docente: histórias de vida e discurso de futuros professores de Matemática

Abstract

This research has the general objective of understanding and knowing which behaviors and actions the Mathematics teacher uses to approach and discuss gender and sexuality in the classroom and if these actions synthesize in the preparation and emancipation of LGBTI+ students and teachers in Maceió/AL. Methodologically, it was based on studies referenced in the light of Foucault (1988), Louro (1997), Guse et al (2020) and Godoy et al (2020), on investigative processes in Oral History and Discourse Analysis through questionnaires to students of the Mathematics Degree course at the Federal University of Alagoas, in addition to a semi-structured interview with a Mathematics teacher from the public elementary school network in Maceió/AL. As a result of the research, we found that there was a certain convergence of opinions in the speeches, in a common sense both in the applicability and in the general opinion that the Mathematics teacher is not prepared to deal with this theme in the classroom and even a teacher with experience of life and professional dealing with these studies, some of the contextualized approaches in Mathematics are little explored. In short, the behaviors and actions to deal with gender, as identified in the research, will be based on respect and empathy, but with little reflection on their practices and Mathematics.