Transgressões, aparecimento social e memórias de infância : vidas na contramão das pedagogias cisgêneras

• Ano de defesa: 2022
• Autor(a) principal: Cardoso, Jéssica Matos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Humanas e Sociais (ICHS) – Rondonópolis; UFMT CUR - Rondonopólis; Programa de Pós-Graduação em Educação - Rondonópolis
• Palavras-chave em Português: Memórias; Infâncias; Gênero; Sexualidade; Pedagogias; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Memories; Childhoods; Gender; Sexuality; Pedagogies
• Link de acesso: http://ri.ufmt.br/handle/1/5846

When we refer to childhood, initially we are faced with a fictional idea of a “stage of life” anchored in innocence, linearity, obedience, and progress. In this sense, this perspective, typical of Western culture, becomes a model to be reached by all bodies said to be children, giving them intelligibility. The colonization of childhood, then, presents itself as a discursive production, marked by a developmental and normative ideology and based on a white, cisgender, heterosexual, and binary existence, which, however, is not structured without its abjection. It is in this scenario that the discourse operates and produces ontological boundaries that demarcate what is an acceptable body worthy of social appearance, with genders and sexualities being privileged instances of supervision and control, as well as pedagogization. Given this, the present master's research, linked to the Graduate Program in Education of the Federal University of Mato Grosso, University Campus of Rondonópolis and the research line "Childhood, Youth and Contemporary Culture: rights, policies, and diversities", focuses on about the memories of people who, in the present, self-identify as transgender, intending to analyze the macro and micro political agencies in different contexts, such as school and family, and the meanings they produce about the experiences lived with their bodies in the childhood. It is also intended to discuss, in the field of education and psychology, how childhood is constructed as a time of regulation of feeling and desiring. For this, we invested in a theoretical framework linked to feminist studies and queer studies. This study is qualitative, taking the cartographic positioning as a research intervention perspective. In this sense, we seek, from the disobedience, of resistance and queer, propose and to provoke destabilization in the knowledge produced about childhood experiences around genders and sexualities, making visible other childhoods, other ways of living masculinities and femininities, in contrast to a perspective that incessantly seeks a “ground zero” of transsexuality and pathologizes all other expressions of gender.