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Escola e gênero: corpos femininos educados
(2010) ANDRADE, Maria Celeste de Moura; CAMARGO, Ana Maria Faccioli de
The article problematizes the knowledge-power relationships that are inserted in the notions of corporeality that permeate school curricula and the representations of educators and children in this field. It focuses on how the production of gender and sexual identities are involved in a discursive process that sets the limits and validity of bodies. This process not only produces narratives about them, but institutes them, through the “disciplinary power” and the “biopower” explained by Michel Foucault. The text, making direct references to Foucault and feminist authors such as Judith Butler, seeks to show the symbolic horizon according to which some bodies “matter” more than others. It indicates how power restrictions, inseparable from certain discursive categories, delimit and circumscribe physical materials and contours that mark a domain of unthinkable, abject, invisible bodies. It glimpses, through these lines of argument, the performativity of female bodies (of all those who feel that they are women, genetically constituted as female or not) which, from the power relations inserted in the school, take on material contours and social meanings, symbolic legitimacy and very specific forms of intelligibility.