Posicionamentos do self dialógico de professoras em formação: corpo e feminilidade em debate

Abstract

This study examines the dialogical self-positioning of pre-service female teachers regarding body and femininity, within the framework of a university extension course. Grounded in dialogical self theory and a qualitative approach, the research explored how participants expressed and redefined their bodily and identity experiences through group discussions and visual activities. Findings highlight tensions between normative discourses and subjective experiences, addressing issues such as racism, fatphobia, self-image, and resistance. The course served as a space for listening, support, and identity reconstruction, enabling the emergence of critical and affirmative voices against dominant sociocultural standards. The study concludes that dialogical educational practices can foster meaningful transformations in teacher education by enhancing engagement with diversity.