Histórias de in/exclusão na escola: análise semiótica de histórias de vida e de formação de acadêmicos homossexuais na UFT

Abstract

The purpose of the study presented in this doctoral thesis was to reflect on the narratives of homosexual academics of the UFT in relation to their in/exclusion stories throughout their schooling process. More specifically, we aimed to analyze the different meanings of school education in the reports of memory of homosexual academics, the difficulties faced along their life trajectory and along the formation from their sexual orientation, aiming with this research to bring elements for possible changes in educational policies with a view to respect for diversity, especially of a sexual nature. We assume that understanding their life histories and formation will help us to give more visibility and understanding about the treatment /respect /acceptance regarding the hostilities suffered in their life trajectories, while at the same time we can see how the university acts to prepare future teachers for emerging issues such as sexual orientation, in view of the assumed project of "inclusive education" with respect to diversity. The corpus of the present research is composed by seven testimonies of life histories of homosexual academics of the UFT campus of Araguaína. They were generated from semi-structured interviews conducted in the first semester of 2015. The research outlined here is a qualitative approach, of an interdisciplinary nature and an investigative method of oral history, with semiotics being one of its aspects, the socio-semiotics, used as theoretical subsidy for the analysis of the reports. In this perspective, we were interested in the senses that the subjects attribute to their experience, taking into account how they do it in narrating the lived. In view of the interdisciplinary perspective, we mobilized studies that involve memory, gender relations and identity relations. In general, we could perceive how the screening happens in the social environment and gradually how it is translating into separations, constraints and injuries that mark the lives of the subjects studied, whether in the family, school or even university. With this work, we have realized that the appeal to education must be a top priority, it is from this that the hope of more progressive days in dimensions more liberating of the human conscience comes. Therefore, it is education that can generate more humanistic tensions, linked to contents of a political and cultural order that have better scale the subjects in their diverse ways of life.