Resumo Este estudo teve por objetivo discutir a construcao sobre as masculinidades no discurso de adoles centes participantes de um projeto de promocao de saude sexual e reprodutiva, realizado em uma escola publica em Recife (PE) com 24 adolescentes homens matriculados no 8° e 9° ano do ensino fundamental. Em uma abordagem qualitativa, os dados coletados por meio da gravacao de audio em equipamento digital e pela tecnica da observacao participante, com a utilizacao de registro em diario de campo, foram submetidos a analise de conteudo tematica. A analise dos dados resultou em tres ca tegorias tematicas. Na categoria "Percepcoes sobre o corpo masculino", observou-se que os adolescen tes necessitavam de aspectos concretos e visiveis para assimilar a transformacao do corpo, havendo dificuldade e resistencia inicial para discutir sobre o proprio corpo. Na categoria "Genero e masculini dades", observou-se a limitacao dos adolescentes na compreensao das relacoes de genero e na con cepcao sobre a sexualidade, fundamentando-se nas experiencias divergentes para homens e mulheres, permeadas pelas construcoes culturais. Na catego ria "Paternidade e masculinidades", os adolescentes apontaram que as concepcoes de paternidade tem se transformado, envolvendo diferentes modelos de paternidade. A partir do exposto, infere-se que as diferentes construcoes acerca das masculinidades estao relacionadas as experiencia de vida dos adolescentes e que podem ter implicacoes significativas no modo de vivenciar a saude sexual e reprodutiva, tornando relevante a desmistificacao dessas cons trucoes, bem como a participacao dos profissionais de saude para contextualizar acoes de promocao e educacao em saude.

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Eu virei homem!: a construção das masculinidades para adolescentes participantes de um projeto de promoção de saúde sexual e reprodutiva

This article presents the results and analyses of a study conducted with boys and girls in the 8th and 9th grades in one of the metropolitan regions around Sao Paulo state, Brazil. We identified their perceptions about their experiences doing physical activities and sports, the frequency that they practice those activities in/outside of school, their interest in relation to those activities, and finally their perspectives practicing those activities for pleasure, their physical competency, and social support. The investigation involved providing a survey with closed-ended questions to the students, and the final sample included 1,742 subjects from 39 schools. Gender proved to be a statistically significant marker in the results: inequalities in gender were favorable to boys in almost all the aspects evaluated, except regarding educator support, which was perceived to be equal.

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Gênero e cultura corporal de movimento: práticas e percepções de meninas e meninos

The article aims to systematize and discuss the premises conducting the recent public debate in the Brazilian society regarding the inclusion of gender and sexuality-related contents in the National Education Plan. It is a documental socioanthropological research with documents extracted from public internet sources  between 2011-2017, comprising government bodies, non-governmental organizations, and several news sites. The social construction of gender and sexuality perspective is questioned for being disruptive to the family for certain religious and political segments, being its approach in the school considered inappropriate. Another view is based on the discrimination and violence suffered by the students, due to the persisting stigma and gender inequality in the school settings. Thus, such contents would aid in the educational process of coexistence with sexual, gender and racial diversity. In this debate, sociocultural and political dimension of gender and sexuality are affirmed. Intervenient aspects in the approval of public policies indicate difficulties to guarantee the secular State, denoting what Carrara refers as “new geography of evil and sexual danger” when discussing sexual policies and their peculiar styles of moral regulation.

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“Não é competência do professor ser sexólogo” O debate público sobre gênero e sexualidade no Plano Nacional de Educação

We discuss how gender relations and sexualities were established in Physical Education classes at a municipal school in Rio de Janeiro, with emphasis on reports about participation by a male student who did not fit into binary gender norms. The methodology used was descriptive and qualitative, using participant observations and applying content analysis. Our theoretical framework was queer studies, finding deviant manifestations towards expected traditional patterns for boys and their masculinity(ies), sustaining estrangement, not belonging non-acceptance of out-of-norm performance – facts that were not considered and not discussed by the teacher in charge.

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Performatizações queer na educação física escolar

The present study aimed to analyze the bodily practices of high school students inside and outside of the physical education classes from the perspective of gender. A total of 426 students (63.7% girls and 36.3% boys) enrolled in the 2nd year of public high schools in a municipality in the interior of Sao Paulo State participated in the study. To collect the data, a questionnaire was elaborated and analyzed based on categories of survey and systematic cross-gender comparisons. The results showed that, in general, boys are more physically active than girls, regarding practices inside and outside of physical education classes. Distinctions were found regarding the bodily manisfestations chosen by each group, the behavior associated with the social and the cultural contexts to which boys and girls are exposed from birth to adult life.

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Secondary education student bodily practices: implications of gender in and outside physical education classes

Este artigo trata das relacoes de genero em aulas de Educacao Fisica na Educacao Infantil. A metodologia empregada na pesquisa que o originou consistiu na realizacao de observacoes de aulas e entrevistas com um professor e uma professora que lecionam em escolas publicas de um municipio da Regiao Metropolitana de Campinas, SP, Brasil. Expectativas e incentivos docentes, quando expressas para as criancas de forma polarizada, produziram desigualdades de genero. Intervencoes menos polarizadas produziram relacoes de genero menos hierarquizadas e desiguais entre as criancas, constituindo meninos e meninas como capazes de aprender e vivenciar o corpo e os gestos de forma ampla e diversificada.

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Educação física na educação infantil: educando crianças ou meninos e meninas?

This paper analyzes the relations between gender and movement in the early childhood education through of two researches realized in institutions of  early childhood education of distinct Sao Paulo cities State. At both it was done look out ethnographical and interview. The first, realized at Campinas city, search into how the body and movement`s child was deal during at scholar routine. The second, realized at Vinhedo city, searched the gender`s relationship in the physical education classes. We analyzing here, how the contrast interventions form of the teachers, fetch differents gender relationship during their classes. We conclude that different forms or intervention can incite or not the segregation between girls and boys this places. Keywords: Early Childhood Education. Gender.  Movement. Physical Education.

Corpo e movimento: produzindo diferenças de gênero na educação infantil

In this study, we present 3 cases of Down syndrome (DS) associated with disorders/differences of sex development (DSD) and review the literature on this topic. Case 1: 1-year-old child with male genitalia and DS phenotype, 47,XX,+21 karyotype and testicular DSD. Case 2: 11-month-old child with male genitalia and few DS dysmorphisms, 45,X/47,XY,+21 karyotype, and mixed gonadal dysgenesis. Case 3: 4-month-old child with female genitalia and DS phenotype, 47,XY,+21 karyotype and XY complete gonadal dysgenesis. In the literature, among 188 patients, 107 (57%) had Klinefelter syndrome and 61 (33%) Turner syndrome, 12 (6%) had mixed gonadal dysgenesis, 2 (1%) had partial androgen insensitivity, 2 (1%) ovotesticular DSD, and the others had congenital adrenal hyperplasia, XY partial gonadal dysgenesis, XY complete gonadal dysgenesis, and complete androgen insensitivity (1 case each). A typical DS phenotype was found in all individuals of the revision, with the exception of one case, but DSD features were not always reported. In conclusion, the association of DS with sex chromosome DSD is the most frequently observed, whereas associations with 46,XX and 46,XY DSD is extremely rare.

Marina Mariano

Papers

Educação física na educação infantil: educando crianças ou meninos e meninas?

Corpo e movimento: produzindo diferenças de gênero na educação infantil

Association between Down Syndrome and Disorders of Sex Development: Report of Three Cases and Review of 188 Cases in the Literature.