Sexualidade e Relações de Gênero na Escola: uma cartografia dos saberes, práticas e discursos dos/das docentes

• Ano de defesa: 2009
• Autor(a) principal: Torres, Raimundo Augusto Martins
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: www.teses.ufc.br
• Palavras-chave em Português: Sexualidade; Gênero; Escola; Sexuality; Gender; School; Orientação sexual - Estudo e ensino - Fortaleza(CE); Identidade sexual na educação - Fortaleza(CE); Professores de ensino médio - Fortaleza(CE) - Atitudes; Educadores sexuais - Formação - Fortaleza(CE); Homossexualismo e educação - Fortaleza (CE); Homofobia nas escolas - Fortaleza (CE)
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/3227

This work proposed to map the sexuality and the gender relationships in school from enunciation mechanisms present in the knowledge, practices and speech of teachers. A qualitative research with a cartographic approach was chosen based on the theoretical production of Michel Foucault and other authors from the same theoretical matrix. The research took place at a state public school located in the city of Fortaleza-Ceará. For the field work the instruments used was the collection of data, observation, field diary and open interviews with the teachers in the year 2007. Thus, the authorized knowledge was: scientific knowledge materilized through pedagogical mechanisms of the discipline of the bodies by the sexist education. The cultural knowledge, which points out the gender relationships based on oppositions, being the family the place where these oppositions are produced by the patriarchal model and the religious knowledge which operated as confessional tactics. The mapping was done considering pedagogical practices those which specialize the subjects and shape the bodies while relational practices are the ones which act as confessional strategies, work the esthetic of the subjects and the modulation of silence. The speechs, however, were named by the cultural roots with a strong influence from the patriarchal education. It has indicated that male homosexuality scares, nonetheless, at the same time, it is the most visible one in schools, although this personification is a tactic which aims to capture the disciplinary negociations. Other sexual and gender identities were pointed out as less visible and neglected, for instance the female homosexuality and the drag queens. We have reached the conclusion, thefore, that the work provided the comprehension of the articulations produced in the teachers’ enunciation mechanisms about sexuality and the gender relationships while identifying how the knowledge privileges the discipline of the body and its functioning. In addiction, the work mentioned that these practices are exerted on the bodies, the sexuality and the gender relationships. Moreover, it investigated the discursive formations which name the subjects through the negociations that guide how they should and can be, act and live in school.