Escolarização e identidades dissidentes: um percurso de desafios e resistências (im)postas à pessoas LGBTI+

Abstract

This study aimed to analyze whether and how the public university contributes to constructing an education model that considers the particularities of the LGBTI+ population, based on the theoretical assumption of Historical-Cultural Psychology. Marginalized social groups bring different crossings in their schooling trajectories from different social markers, such as, for example, issues related to gender and sexuality. Subjects who do not correspond to social norms regarding these markers end up being considered dissident bodies; among them, we can consider the LGBTI+ population. In this dissident condition, their identities may be disregarded in the proposition of affirmative educational actions, in the construction of teacher training courses and in several didactic-pedagogical actions in educational institutions. In this sense, this dissertation sought to identify if and in what way the gender and sexuality theme is present in pedagogical projects of initial training courses for primary education teachers and; to identify if and in what way the gender and sexuality theme is present in pedagogical projects of initial training courses for teachers of basic education; and, to verify if and in what way the basic and higher education institutions promote affirmative education strategies for trans people, considering that among the LGBTI+ identities they are the ones that most experience violence and prejudice in their schooling experiences. This study is a qualitative research of an interpretive-constructive character in two moments: the first from the documental analysis of pedagogical projects of ten (10) undergraduate courses, five (05) from the Universidade do Estado do Amazonas and five (05) from the Federal University of Amazonas; the second from the analysis of a semi-structured interview with a trans woman. Each moment is detailed in the construction of two articles that are part of the body of this dissertation. The work made it possible to build an initial understanding of how the university has worked to strengthen debates on sexuality and gender for the development of teaching activity in Basic Education and the importance of the proposition of affirmative policies for the permanence of LGBTI+ subjects due to their specificities, as well as the intra and intersubjective resistance strategies built in the face of the different social situations that mark a given body in gender dissidence. In addition to the construction of knowledge regarding the processes of subjectivation found in the narrative of a representative of the LGBTI+ population, it intends to reflect on strategies to promote the guarantee of rights in the schooling trajectory of this population.