Gênero, diversidade sexual e currículo: um estudo de caso de práticas discursivas e de (não) subjetivação no ambiente Escolar

Abstract

The objective of this research was to examine and analyze the discursive practices and (non) subjectivity in the school environment, whose emphasis is on the relationship between gender studies and sexualities and its interfaces with education and training of teachers, as well as its implications the sociocultural and the process of achieving gender and sexual identities. Our theoretical and critical reference are mainly from a poststructuralist perspective, with regard to studies of gender and sexualities (Foucault (1988), Hall (2009), Junqueira (2009), Louro (2000, 2004 , 2007 and 2010) and emerging educational paradigms (Morin (1996), Moraes (1997) and Weil (1993)), including the perspective of cultural studies theories concerning the curriculum, and the teaching and teacher training (Silva (2000, 2009 and 2011), Facco (2009) and D'Ambrósio (1999)), among other theorists, from which upright our discussions about the relationship between gender, sexual diversity and curriculum. Based on these theoretical and critical reference, we chose a case study in a public school of basic education in a peripheral region, in the urban area in the town of Porto Nacional in Tocantins state, Brazil. The methodology for collecting data are semi-structured interviews, logbooks and field notes, which were possible, during our analysis, identify details regarding the discursive practices and (non) subjectivity on the part of the teachers, the director, coordination educational, and the students. During our analysis, we realized that school, as a social institution, is unfortunately still keep certain discourses rooted in the issues related to gender and sexualities. For Foucault, the subject is the result of a discursive practice; it is always made, shaped by a speech. In this sense, there is, at school, a production of knowledge and power, conveyed in speeches, trying, somehow, standardize, shape, fabricate legible and legitimate bodies to satisfy the standards of a phallocentric and heteronormative society, that is, it is a pedagogical practice that excludes those who do not fit into an established pattern, so homosexuals students are excluded from the educational process or they are forced to hide their gender and sexual identity so they to establish a peaceful and acceptable relationship in the school environment.