BETWEEN DISCIPLINES AND SILENCES

THE (IN)VISIBILITY OF GENDER IN PHYSICAL EDUCATION CURRICULA IN MATO GROSSO

Abstract

In an educational context still marked by gender inequalities and the invisibility of non-hegemonic identities, it becomes urgent to rethink teacher education curricula from a critical and inclusive perspective. This article presents a section of a research project developed within the Graduate Program in Physical Education at the Federal University of Mato Grosso (UFMT). It aims to critically analyze the inclusion of gender-related issues in the curricula of Physical Education degree programs offered by public Higher Education Institutions (HEIs) in the state of Mato Grosso, Brazil. This is a qualitative, descriptive study, based on documentary analysis of the Pedagogical Course Projects (PPCs). The curricula of five campuses belonging to public institutions in the region were examined. The analysis revealed weaknesses in the approach to gender issues, which, when present, appear in a transversal and fragmented manner, with few specific curricular components dedicated to the topic. The absence of stronger guidelines to promote gender equity and respect for diversity in initial teacher education was also observed. It is concluded that there is an urgent need for curricular reform that effectively incorporates gender discussions, contributing to the preparation of teachers capable of working in diverse, inclusive, and socially committed school environments.