Detalhes bibliográficos
| Ano de defesa: |
2021 |
| Autor(a) principal: |
GOMES, Sandra Luíza Salgueiro Costa
 |
| Orientador(a): |
SOUZA, Ana Paula Abrahamian de |
| Banca de defesa: |
RODRIGUES, Cibele Maria Lima,
NASCIMENTO, Luis Felipe Rios do |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal Rural de Pernambuco
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação Associado em Educação, Culturas e Identidades
|
| Departamento: |
UFRPE - FUNDAJ
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9049
|
Resumo: |
The frequent cases of violence, episodes of discrimination and invisibility to which bodies that escape compulsory heterosexuality are victims have increased, with greater adherence to a political scenario that took shape in Brazil since the 2018 elections, full of conservative and moralizing discourses around the defense of the traditional cisheteronormative family pattern. The profusion of these discourses, capillary in the social tissue, finds inside the school a space for legitimizing many discursive practices that are materialized by violence, invisibility and exclusion. Based on this reality, this study analyzed the perceptions of teachers about sexual differences, from the performance and debates provoked in a Núcleo de Gênero e Enfrentamento da Violência Contra a Mulher situated in a public school of Pernambuco State, located in northern metropolitan area of Recife. Therefore, it was necessary to understand the dynamics of formation of the Gender and Confronting Violence Against Women Nucleus; analyze the perceptions produced and shared by and by teachers about differences related to sexualities and identify the territories in which teachers dialogue and build their knowledge about sexualities. Then, qualitative research was carried out with the participant observation approach, in which a descriptive study of the school was chosen based on data collected through a form, as well as a qualitative study of the data collected in a semi-structured and motivated interview from four hypothetical cases that represent the realities and experiences of dissident student bodies in the school environment. In view of this, it was observed hat, despite the predominant attitude of welcoming gender and sexuality differences among teachers, some reactions of discomfort, contradiction and estrangement escaped from the situations presented through the narratives, especially in the cases that were related with themes linked to the demands of trans students. Presenting a gap in their training and lack of continuing education workshops that address the topic of gender and sexuality, a group of teachers who build their knowledge on the topic from their own family and cultural background, as well as throughout situations which were noticed on their daily life and on dialogues with their peers. In this sense, the Núcleo de Gênero e Enfrentamento Contra a Mulher has emerged as a significant locus of debate within the school to act in articulation with the school's pedagogical practices. |
