Formação em diversidade sexual na (re)significação da docências: um estudo na rede municipal de ensino de Manaus AM

Abstract

This thesis analyzed sexual diversity as a challenge for teacher education, requiring reflections and perspectives, especially in the Amazon context, place of life and research of the researcher and advisor. We tried to work on the theme in line of research 3, “Training and Praxis of the educator in the face of Amazonian challenges”, from the Graduate Program in Education at the Federal University of Amazonas. As a possibility to respond to the challenges raised by sexual diversity, Manaus - AM offers, through the Municipal Department of Education, continuing education courses in gender, sexuality and sexual diversity for teachers from the first to the ninth years. The general objective was to analyze how teacher training in sexual diversity (res) meant teaching for teachers in municipal schools and, as specific objectives, to investigate how the teacher who received the training conceives the practice; understand the motivations of public school teachers / s to work with gender / sexuality in times of increasing conservatism; ascertain the main difficulties for teachers to carry out the work on the theme. It is a qualitative research with fifteen teachers who underwent training, selected according to the purposeful sample, answering semi-structured interviews until the answers were saturated. The analysis took place through Content Analysis (BARDIN, 1979), based on Cultural Studies, mainly the post-structuralist current. As a result, five analytical categories emerged: “Between values, life histories and mediation: training as a teacher resignification”; “Early sexualization, school function, child curiosity, bullying and“ pointing fingers ”:“ I prefer not to get involved ”,“ I don't feel empowered ”,“ I act in disguise ”- censorship”; “Religious morals, conservative ethics: when thought crystallizes and sexual diversity becomes the enemy”; “Beyond religious conservatism or close to it? "I don't know much about", but I also didn't try to know "; "Consistencies and inconsistencies: how do I act in the face of diversity?" It concluded that there is a “pedagogy of tolerance”, in which tolerating is seen based on an understanding of “kindness” / “sensitivity”. A “tolerance” that fails to capture unevenness between heterosexuals and LGBT, in which the former occupy a level of superiority, that is why the latter need to be “accepted”, remaining untouched conceptions of "normality". As prejudice continues to exist (camouflaged, explicit or not perceived), teachers believe they have “loving knowledge” in relation to LGBT people. Such knowledge is what “authorizes” these people to continue circulating in the school, but in a discreet way. In this way, the school continues without problematizing curricula and ways in which religion overlaps scientific and legal concepts, making use of invisibility, denial and “drowning out” (ranging from children's curiosities to violence - sexual, psychological and symbolic) , without political questions, to keep LGBT people as “different”. It is understood that the SEMED course is not enough to highlight concepts, propose work methodologies and dialogue with part of the teachers, it needs to be problematized, unbalancing normalizing / standardizing school processes. With a focus on the new knowledge obtained, it is proposed that the leaders professionally responsible for the formulation of public policies in the area can present propositions so that the guidelines of respect and promotion of a healthy environment for sexual diversity become effective.