Seguindo as pistas de gêneros e sexualidades no currículo de um grupo de escoteiro coeducativo

Abstract

This dissertation aims to analyse the gender relations established in the curriculum of a coeducational Scout Group, in the city of Natal/RN, starting from the research problem: How do gender relations established in the curriculum of a co-educational Scout Group produce gendered subject positions? Hence, it analyses the gender relations established in the curriculum of a co-educational Scout Group, discourses and power relations that produce gendered subject positions. It is a research based on curriculum studies, Cultural and Gender Studies, as well as studies inspired by Michel Foucault. For the production of analysed material, ethnographic elements (observations, field diary and semi-structured interviews) and bibliographical research were used as methodology. Discourse analysis, inspired by Foucault, was the tool used to treat field data. Through it, it was sought to question the language, without seeking interpretations other than those of the words spoken. The analyses focused on the power relations arranged in the discourses, the latter being understood as an element that produces truths and subjects. As a result, it was observed that the analysed curriculum produces the subject positions of girl scout and boy scout searching for homogenization, aiming to produce “the” scout and, from these, other subject positions are produced. With regard to the leadership spaces occupied by girl scouts and women, following the growing number of girl scouts and soy scouts, the position of girl scout-leader subject is produced in the analysed curriculum. Although observing advances in the spaces occupied by girl scouts, some practices still repeat socially instituted places and functions that (re)produce the biological and sexist discourses present in the analysed curriculum. These are speeches that reinforce different ways of being for girls and boys, with lessons that teach that some tasks are better performed by girls and others by boys, producing the position of girl- scout-cook subject, occupied by the girls in the preparation of food in the field activities. There was also little or no female representation in Scouting in the eyes of the young women, and as a way to overcome such barrier, the young women have looked to each other for role models to follow. Still as results found, it was observed in the analysed curriculum little or no practice that educates about genders and sexualities, especially in regards to respect for differences. The lessons, on the contrary, are those that teach about prejudice and the institution of heterosexuality as a rule. Thus, the co-education intended since the 1980s, has not been used as a resource to combat gender inequalities. Still, a few actions were identified and put into practice in this regard, however, still very incipient. It is concluded that the scout curriculum needs adjustments so that it can propose constant practices that reflect on the relations of genders and sexualities. These adjustments permeate the review of literature, rules and training of adults, consequently, adjustments in Scout practices.