ABSTRACT
This article aims to analyze the arguments of undergraduate Biology students about genetic tests that involve the selection or rejection of racial characteristics, physical disabilities, eugenics, human reproduction, and abortion. Through Foucault's analysis of the material produced in the focus groups, we argue that the biotechnological discourse has built a regime of truths about livable bodies and killable bodies, stipulating healthy genetics and instituting standards, abjects and rights that are not problematized in the educational curriculum investigated here. By problematizing the right to life and death, we were able to confront ethical and cultural dimensions placed on participants in biotechnological procedures, such as early life, embryo disposal and abortion. Finally, from the confrontations provided, we built some considerations to think about biotechnologies, curricula and the production of non-fascist subjects.
Keywords:
Gender; Body; Curriculum