BETWEEN BODIES AND DISCOURSES: CONCEPTIONS OF GENDER AND SEXUALITY IN TEACHER EDUCATION IN BIOLOGICAL SCIENCES

Abstract

This study aimed to understand the conceptions of body, gender, and sexuality in the educational processes of undergraduate Biological Sciences students, seeking to reframe stereotypes and promote inclusive pedagogical practices. The qualitative research, based on critical and emancipatory action research, was conducted with second-semester students using a questionnaire with open- and closed-ended questions via Google Forms. Data analysis followed Thematic Content Analysis, allowing the identification of categories related to the biological, social, and subjective dimensions. The results demonstrated that, although a biological perspective still predominates, there are signs of a shift toward more critical approaches, valuing dialogue, affectivity, and conflict mediation. The study reinforces the importance of incorporating these themes into initial teacher training, enabling future educators to develop pedagogical practices that recognize diversity and contribute to a more democratic and inclusive education, committed to deconstructing prejudices and stereotypes in the school environment.