Influência do ensino de Ciências e Biologia na visão dos corpos gordos: uma perspectiva autobiográfica

Abstract

The study of the human body is linked to the teaching of Science/Biology. From their initial years onwards, students learn concepts, divisions and functions, in this way the discipline acquires power in transmitting body image, assigning them classificatory criteria, thus, the present work has the general objective of analyzing how the teaching of Science and Biology influences the view of fat bodies from an autobiographical perspective; and as specific objectives, it proposes identifying how fat bodies are approached in the construction of Science and Biology teaching and narrating personal experiences related to the corporeal theme. To this end, qualitative research in its autobiographical expression was adopted as methodological assumptions, using documents to corroborate the completion of the work. From this, it was clear that the history of fat bodies is marked by an oscillation between acceptance/exaltation, prejudice and ridicule, often influenced by an aesthetic vision that seeks corroboration in the sciences. The approach in books and teaching materials, media support, lack of preparation of teachers to address the subject or even to repair cases of bullying arising from this issue, among many others, are factors that support the negative and prejudiced view of fat bodies, especially when there is a comparison between body fat and pathological speech. Therefore, it is up to teachers to help understand body plurality, normalizing variation in shapes and weights, actively contributing to creating an inclusive school environment, in which mutual respect and difference are valued.