Abstract
This essay was developed based on an active perspective of knowledge production adapted from the problem-based learning (PBL) methodology. It sought to collectively and interdisciplinarily analyze the categories of sex and gender. A total of 103 references were consulted, discussed by 24 students in Collective Health. A theoretical synthesis was elaborated about the individual and collective investigations and experiences of the students and professor regarding the topic. This pedagogical experience allowed us to understand the power of language has in maintaining or subverting hegemonic structures. In conclusion, the constructions and fixations of identities based on highly regulated sex/gender practices reduce the possible multiplicities of being in the world.
Keywords
problem-based learning; higher education; health; gender relations