Banca de QUALIFICAÇÃO: LUCIANO MARQUES DA SILVA

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
DISCENTE : LUCIANO MARQUES DA SILVA
DATA : 14/08/2019
HORA: 14:00
LOCAL: Sala 107 Bloco da Pós-Graduação
TÍTULO:

WHO SEES FACE, SEES GUIDELINES: UNDERSTANDING AND TEACHING PRACTICES IN FACING LGBTIFOBIAS

PALAVRAS-CHAVES:

Gender, sexuality, sexual orientation, gender identity, education

PÁGINAS: 113
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
RESUMO:

Lesbians, gays, bisexuals, transvestite women, trans women, trans men, intersex and non-binary or queer people (LGBTI +) suffer from homo transphobia or LGBTIphobia at school. Even though it is a crime analogous to racism (STF, 2019), at school this LGBTIphobia manifests itself in the delegitimization of sexual orientation and gender identity. In the last twenty years, theories and concepts have been built in order to explain the relationship of the school with this public. It is believed that there is a pedagogy of sexuality (LOURO, 1999) that silences those who are different from the heterosexual norm. It also defends a cabinet pedagogy (JUNQUEIRA, 2009) that sees the heteronormativity impregnated in the school routine, in the curriculum and in the hierarchization and marginalization practices of these subjects. Nevertheless, while the trans community takes over the school space to stay there and enjoy the gains of schooling (ANDRADE, 2012), there are those who have counter-hegemonic attitudes and resistance from the school to the demands of the LGBTI + community, welcoming and making the school is one of the spaces of sociability of the community (OLIVEIRA, 2016). This global system of multiple oppressions is called Crenshaw (2002) intersectionality refers to the “association of multiple subordination systems”. From a Brazilian perspective, we take the writings on “Yalodês” (WERNECK, 2005) to think about the action of the black woman who builds the periphery. It is within their protagonism that LGBTphobia coping strategies have been constituted at school. According to Lengermann and Niebrugge-Brantley (1997) black feminism offers exploitation from the point of view of black women and reveals a global and intrinsically complex system of class, race and oppression. Our goal is to investigate the understandings and ways of acting of teachers of Basic Education in LGBTI phobic contexts. Theoretically, we start from the contributions of the “critical pedagogies” that, according to Fischman and Sales (2005) refer to the perspectives that borrow principles and orientations from the ideas of Antonio Gramsci, Paulo Freire's Critical Theory, feminist perspectives, anti-racist models. and even popular education. I adopt as a central focus feminist theory, through third wave feminism (LENGERMANN & NIEBRUGGE-BRANTLEY, 1997) and intersectionality (CRENSHAW, 2002) to understand the school of the periphery of Rio de Janeiro. For this reason, I propose to think of an intersectional dialogue, that is, to stop to think about the multiple violence suffered by the LGBTI + population and the attitudes and actions that go against them as narratives of coping with LGBTIphobia in school through broad debates about gender, gender identity. gender and sexual orientation in partnership with student and teacher groups that believe in inclusive education and against LGBTIphobia.

MEMBROS DA BANCA:
Presidente - 1649545 - SANDRA REGINA SALES
Interno - 1742750 - JONAS ALVES DA SILVA JUNIOR
Interno - 1545891 - ANA MARIA MARQUES SANTOS
Externo à Instituição - JAQUELINE GOMES DE JESUS - IFRJ
Externo à Instituição - GUSTAVO ENRIQUE FISCHMAN