GÊNERO, CORPO E EDUCAÇÃO FÍSICA ESCOLAR NO MUNICÍPIO DE RIO AZUL NAS DÉCADAS DE 1960-1970

Abstract

The way in which relationships are constituted about the body is the result of several factors, such as social, economic, and cultural, which are established according to the social context in which they are included. However, these social relations end up being naturalized because of a strong reproduction of how one should act on and through the body. In this sense, attributes are given to male and female bodies, encouraging or reprimanding certain behaviors, which are given exclusively by the expectations and attributions expected for each sex. Thus, this dissertation aimed to analyze the gender issues from the representations of the bodies of girls and boys in the School Physical Education classes, according to the perceptions of women who studied or taught in public schools in the city of Rio Azul during the 1960s and 1970s. Therefore, we initially conducted a survey of the academic productions published from the 2013 edition of the Brazilian Sports Science Congress (CONBRACE) and from the 2000 edition of the International Seminar Fazendo Gênero, as we consider two of the main scientific events that deal with School Physical Education and gender issues. We also carried out two focus group sessions with women who studied in the then State Gymnasium "Dr. Chafic Cury" in the city of Rio Azul between the 1960s and 1970s, and an interview with the teacher who taught Physical Education at that school during the mentioned period. In addition, a documental research was carried out in some documents about the history and contextualization of Rio Azul, as well as about the main schools of this municipality. The results were organized in two main thematic units: "Research Scenarios" and "Body and Gender in Physical Education classes". When we analyzed the curriculum of 1968 of the State Gymnasium "Dr. Chafic Cury" for Physical Education, in addition to the Law of Directives and Bases of National Education (LDBEN) of 1971, we identified that they were concerned about civic acts, training for the labor market, and sports competitions. We identified some contradictions in this study, the first one regarding the use of the petticoat, as an element that did not limit the physical movement of the students, but limited their behavior, while the second one related to the coexistence between girls and boys, which occurred in the neighborhoods, but that when they passed by the school gate, they ended up separating themselves and with this, the school dictated masculine and feminine behaviors. We noticed that the Physical Education classes were held differently according to the sex in function of what was expected from boys and girls and that, the fact that it took place during the period of the civil-military dictatorship, contributed to the separation based on the main biological element. Finally, when we remember that this research sought to investigate with the former students issues from four to five decades ago, it is necessary to consider that some elements of that time were also forgotten by them. Also, based on this factor, we realize the richness of the contributions of these women with important information to think about the Physical Education that we had, relating it to the Physical Education we have, and thus, thinking about the Physical Education we want.