Banca de DEFESA: TARCISO MANFRENATTI DE SOUZA TEIXEIRA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : TARCISO MANFRENATTI DE SOUZA TEIXEIRA
DATE: 26/04/2024
TIME: 14:00
LOCAL: Canal do Legesex no Youtube
TITLE:

Affected confabulations: the re-treatment of black masculinities made effeminate by education

KEY WORDS:

Keywords: education; queer theory/queer of color; intersectionality; effeminate black masculinities; critical writing/fabulation.

PAGES: 124
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The colonial experience was, first and foremost, an experience of subjectivation that put into circulation an infinity of material and symbolic goods. One of these symbolic resources was fables, that is, the primal art of human beings telling stories. Within the modern/colonial world-system the white European man became the narrator par excellence of the history of the “New World”. Through colonial fables, he constructed a narcissistic and autofictional narrative of conquests, glories and civilizational progress. On the other hand, with the same word, he invented black people, who had their stories erased, were stripped of their names, their languages and their humanity. Within the colonial fable, black people were imprisoned in a network of meanings in direct relation to cisheterosexuality, as being the only possibility for black people to experience their masculinity and sexuality. Within this logic, the existence of effeminate black masculinities, experienced by black queers, black fagots or effeminate black gay men, is practically impossible. I note that the school reproduces a cisheteronormative pedagogy, in which boys are thrown, from a very early age, into a network of meaning to learn to internalize the meanings attributed to “being a man”. Through a symbolic economy, the image-narrative of black queers is silenced by the reproduction of image-narratives of subjection, which perpetuate racist and homophobic plots, which frame our subjectivities within caricatural, ridiculing and laughable image-narratives. So, how can we dismantle this network of meanings? How can we deconstruct this imperative of being that predetermines us? Therefore, the present thesis, located in the broad area of education, aims to re-treat effeminate black masculinities, in order to build affective pedagogical learning communities, that is, to shape (im)possible worlds through education for reception, emancipation, free expression and freedom of effeminate black masculinities in school space/time. I do not use the word “portray” in the sense of describing, outlining or, much less, trying to reproduce the image of black queers. Such an attempt would be completely disastrous. Because, then, I would be condoning the policy of colonized representation. On the contrary, I use the verb “treat”, highlighting the prefix “re-”, that is, my writing/research proposal is based on bringing “new ways” – or rather, not so new – as I will demonstrate – once that such practices of care, attention, dealing with oneself and others were already practiced by our ancestors. In this way, in re-treating oneself, I seek to launch myself into a movement towards the past, in order to (re)find “new” ways of dealing with our effeminate black masculinities through education. To achieve this objective, black masculinities were interpreted through the intersectional theoretical/methodological perspective of de(s)colonial black feminism; thus, the identity markers of race, gender, sexuality and social class are in constant confluence. From transfeminist studies, the notion of cisgenderity was expanded beyond an essential, true and natural gender identity, but as one of the consequences of colonialities Therefore, I think of a cisheterocoloniality, that is, the colonial fable not only shaped black people in their geography of color, but also constructed normative fictions that imprisoned black masculinity and sexuality in a certain monolithic pattern of masculinity, which needs to be questioned. To achieve this, it was necessary to decolonize the geopolitics of knowledge and head to the Global South in order to curate studies on masculinities. Education itself was rethought from a transgressive perspective, as a practice for freedom and, at the same time, as an affective praxis. Methodologically, the research delved into the alleys of (mis)deviated memories through writing and critical fabulation, with the participation of seven interlocutors, teachers who declared themselves to be black queers, black fagots or effeminate black gay men. Through the collection and analysis of writings, it was possible to construct the affected confabulations and, thus, establish a reversal of narrative roles, that is, if before we were predetermined by colonial confabulations, thus having an alien self; Now, with the affected confabulations, we are heading towards a narrative in which we are protagonists of our stories, in which we raise our voices and speak in our own name, with a narrative voice that is mine, but which is also ours.

COMMITTEE MEMBERS:
Presidente - 1742750 - JOYCE ALVES DA SILVA
Externo à Instituição - MARCIO RODRIGO VALE CAETANO - UFPel
Externa à Instituição - MEGG RAYARA GOMES DE OLIVEIRA - UFPR
Externo à Instituição - PAULO MELGAÇO DA SILVA JUNIOR - UNIRIO
Externa à Instituição - ROSANGELA APARECIDA HILÁRIO - UNIR