Desestabilização de traços ideológicos homofóbicos na formação crítica de professores/as : um estudo baseado na análise crítica do discurso

Detalhes bibliográficos
Ano de defesa: 2015
Autor(a) principal: Beltrão, Márcio Evaristo
Orientador(a): Não Informado pela instituição
Banca de defesa: Não Informado pela instituição
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Universidade Federal de Mato Grosso
Brasil
Instituto de Linguagens (IL)
UFMT CUC - Cuiabá
Programa de Pós-Graduação em Estudos de Linguagem
Programa de Pós-Graduação: Não Informado pela instituição
Departamento: Não Informado pela instituição
País: Não Informado pela instituição
Palavras-chave em Português:
Link de acesso: http://ri.ufmt.br/handle/1/187
Resumo: This paper aims at analyzing utterances (discourses) from teachers who work for the public system of education about gender and sexuality. Also, this study seeks to understand how critical reflection, in ongoing formation courses for teachers, contribute to the destabilization of possible homophobic positionings. In Fairclough's perspective, ideology is understood as representations of general aspects that contribute to the establishing and keeping of relationships of power, domination and exploration. Homophobia is considered a fruit of heteronormative ideology in our society and is legitimized and strengthened by the means of oppressive social practices. The teacher in basic education has an important role in the fight against homophobia, but, it is known that many teachers have this type of prejudice internalized (JUNQUEIRA, 2009). This research is qualitative and is a case study. To collect data, this study used questionnaires, participant observation during a course of ongoing formation about diversities and semi-structured interviews. As a methodological instrument, this study used Critical Discourse Analysis (FAIRCLOUGH, 2003a), through an analytical category, Interdiscursivity and Systemic Functional Linguistics by Halliday (1985, 1994) to support the data analysis. The results of this paper show that, although the teachers did not have a homophobic positioning, the statements presented oppressive discourses such as sexual repression and homosexuality seen as a disease. The course about diversities contributed to destabilize some of the participant’s positions. This way, it can be observed the importance of ongoing formation for teachers who work in the public school system, once these courses allow discursive practices with hegemonic ideological traits to be reflected upon, problematized and destabilized.