BODY, GENDER AND PHYSICAL EDUCATION: A BIBLIOGRAPHIC REVIEW OF ACADEMIC PRODUCTION IN THE SEMI-ARID REGION OF BAHIA

Abstract

This article sought to analyze the social gender roles adopted in school Physical Education classes, how these roles were forged, and the influence of historically constructed conceptions of the body. Throughout history, people have assumed positions of power and/or subordination, constituting social hierarchy based on classifications. Among these classifications are the differentiations related to corporeality and social gender roles, significantly influenced by biological precepts used to sustain a societal structure and guide how individuals would relate to each other. The ways of relating in school Physical Education express what is reproduced in contemporary society. Because they are embedded in the educational context, in a social institution formed and constituted from the structural models that organize society, they also reflect the emerging contradictions of these relationships. The social gender roles reproduced in this context are nothing more than the reproduction of relationships that were socially produced and culturally legitimized through a structure that hierarchizes individuals through gender classification. This is a literature review, using a qualitative approach, and it traces its conceptual path by analyzing the categories of body, gender, and social gender roles.