Gender, sexuality and age: Heteronormativy in pedagogical practices of Physical Education in schools
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AbstractThis article analyzes the production of (hetero)normalization of gender and sexuality in conjunction with age in Physical Education in schools. It presents some findings of a study that sought to analyze the pedagogical practices of teachers of Physical Education in state schools located in seven of the nine municipalities of Vale do Jiquiriçá, Bahia state, Brazil. To access these subjects, we conducted a teacher education seminar and used focus groups and interviews as methodological strategies. Taking as theoretical, methodological and political references feminist poststructuralist studies, queer theory and Foucauldian studies, we discuss how the chronological dimension is treated in a fixed and stagist way and defines what can be known in school and how. The research points to a sometimes continuous and sometimes discontinuous connection between gender, sexuality and age in the Physical Education classes of the region investigated. On the one hand, teachers indicate that sexuality is manifested in school early on, in childhood, due to regional factors, and in an exacerbated form in boys. On the other hand, the chronological age of the bodies of students works as a regulatory norm when it comes to sexuality themes, which contributes to enhance the promotion of the sex-gender-heterosexual practice assumption as natural from adolescence onwards.