Consentida, ensinada, resistida: discursos de egressos não heteronormativos sobre a homofobia na escola
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2018
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O presente estudo aponta que, em pleno século XXI, a escola demonstra-se um ambiente a
perpetuar a homofobia sob o viés da patologia e da inferioridade, tratando os estudantes gays como
abjetos. O que ocorre “entre os muros da escola” não se dá em um vazio social, senão faz parte de
amplo contexto de luta e embates pelo direito de dizer algo em torno das sexualidades e mais
especificamente das homossexualidades. Nosso estudo encontra lastro em revisão bibliográfica a
unir Estudos da Diferença e do Currículo, os Estudos Queer e a análise de discursos de cinco
estudantes autodeclarados gays. Nosso objeto de estudo é a correlação entre a construção da
homofobia na escola e a resistência ao discurso heteronormativo, cuja problemática é a de procurar
saber como os estudantes exerceram poder de resistência em relação ao discurso heteronormativo
dominante no ambiente escolar durante seu ensino fundamental. Em nossa pesquisa, a escola
apresentou-se como reprodutora do discurso normativo, consentindo e ensinando a homofobia,
tendo papel central a heterossexualidade e o heteroterrorismo.
The present study points out that, in the 21st century, the school demonstrates an environment that perpetuates homophobia under the pathology and inferiority bias, treating gay students as abject. What happens "between the walls of the school" does not happen in a social vacuum, but is part of a broad context of struggle and clashes for the right to say something about sexualities and more specifically homosexuality. Our study finds strength in a bibliographical review to unite studies of difference and curriculum, queer theories and discourse analysis of five self-declared gay students. Our object of study is the correlation between the construction of homophobia in school and resistance to heteronormative discourse, whose problem is the following: how did the students exercise resilience in relation to the dominant heteronormative discourse in the school environment during their elementary school? In our research, the school presented itself as a reproducer of normative discourse, consenting and teaching homophobia, with central role being heterosexuality and heteroterrorism.
The present study points out that, in the 21st century, the school demonstrates an environment that perpetuates homophobia under the pathology and inferiority bias, treating gay students as abject. What happens "between the walls of the school" does not happen in a social vacuum, but is part of a broad context of struggle and clashes for the right to say something about sexualities and more specifically homosexuality. Our study finds strength in a bibliographical review to unite studies of difference and curriculum, queer theories and discourse analysis of five self-declared gay students. Our object of study is the correlation between the construction of homophobia in school and resistance to heteronormative discourse, whose problem is the following: how did the students exercise resilience in relation to the dominant heteronormative discourse in the school environment during their elementary school? In our research, the school presented itself as a reproducer of normative discourse, consenting and teaching homophobia, with central role being heterosexuality and heteroterrorism.
Descrição
Orientação: Alexandre de Oliveira Fernandes ; co-orientação: Alcina Manuela de Oliveira Martins
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, ALUNOS, HOMOFOBIA, HOMOSSEXUALIDADE, EDUCATION, STUDENTS, HOMOPHOBIA, HOMOSEXUALITY