Estudis i recerques
Devís-Coret, Núria; Martos-Garcia, Daniel
Abstract
The predominant discourse of body normativity operates through the power relations that regulate our social practices. Thus, bodies are constructed according to hegemonic standards that legitimise the subjective existence of individuals. This study describes and analyses a pro-vocative proposal for secondary school pupils, in which the reading of a fictional story and an artistic performance aim to draw attention to (and combat) the social injustices that perpetuate this discourse of body normativity from the perspective of the socially oppressed group. The aim is also to identify pupils’ emotions, feelings and experiences during the intervention. The results show greater understanding by pupils of how bodies are regulated and constructed according to the meanings that are given, and how, by “putting themselves in the place of others”, pupils were able to reflect on their perceptions and were motivated to put aside prej-udices and attitudes of contempt towards non-normative bodies.
Keywords: Body normativity, secondary education, critical pedagogy, provocative study, qualitative research
Reception date: 20/06/2022
Acceptance date: 21/10/2022