Detalhes bibliográficos
| Ano de defesa: |
2018 |
| Autor(a) principal: |
SILVA, Joelma Ramos Serejo
 |
| Orientador(a): |
ALCÂNTARA, Ramon Luis de Santana
|
| Banca de defesa: |
ALCÂNTARA, Ramon Luis de Santana
,
PEREIRA, Adriana Bernardes
,
SILVA, Sirlene Mota Pinheiro da
|
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal do Maranhão
|
| Programa de Pós-Graduação: |
PROGRAMA DE PÓS-GRADUAÇÃO EM PSICOLOGIA/CCH
|
| Departamento: |
DEPARTAMENTO DE PSICOLOGIA/CCH
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tedebc.ufma.br/jspui/handle/tede/2518
|
Resumo: |
Marked by the coloniality and the relations of differentiation that historically engendered the subjects of gender and sexuality, Brazil‟s public educational system has a discursive formation based on the norm of gender and the heterosexual matrix. In this context we find teachers who suffer the effects of heteronormative subjectivation techniques while are agents of their effectiveness. This master‟s dissertation analyzes the discourses of Federal Institute of Maranhão - São Luís Monte Castelo Campus (IFMA-CSLMC) teachers on sexual and gender diversity. It identifies the knowledge raised about sexuality and gender relations as well as the implications of these on the daily activities of teachers with students. It points out the perspectives of educational policy discourses related to gender and sexual diversity. A field research was done through ethnographic observation, documentary analysis and interviews with teachers. The results indicate that teachers‟ discourses about gender and sexuality are polysemic, with predominance of knowledge produced by hegemonic heteronormative devices, restricted to sexual and gender binarism. Furthermore the results point to the need to offer continuing education to teachers, in the focus area, to enable them to develop knowledge about the historical devices of sexuality and gender. Also it demonstrates that there is a mismatch between the demands of educational policies related to sexual and gender diversity and the dialogical interactions that take place in educational routine. Moreover it identifies that teachers exercise their capacity of resistance to the processes of heteronormative subjectivation both to question them and to reaffirm them. Thus the bottom line of this essay is that the problematization of heteronormative devices by teachers constitutes a fundamental strategy for the CSLMC can fulfill its mission and institutional vision and contribute to ending the violence provided by homophobia and misogyny. |
