A escola que (não) tive e o(a) estudante que (não) fui: narrativas das trajetórias escolares de pessoas LGBT e a formação de professores(as) de Manaus/AM

Abstract

This thesis presents the results of the doctoral research, inserted in the Research Line Education, Interculturality and Human Development in the Amazon, of the Graduate Program in Education of the Federal University of Amazonas. The research "The school I (didn't) have, the student I (didn't) go to: narratives of the school trajectories of LGBT people and teacher training in Manaus/AM" argues that the narratives of the school trajectories of LGBT students make explicit critical subsidies that are essential for the initial and continuing education of teachers. The objectives of this work are: to describe, based on the narratives of school and educational trajectories of LGBT students, the critical and reflective possibilities for the initial and continuing education of teachers on issues of sexual and gender diversity in basic education in the city of Manaus; identify, along with the themes, sexual and gender diversity, public policies aimed at the training of basic education teachers in the country; to point out, through the educational trajectories narrated by LGBT students, the contributions to teacher training necessary to promote the permanence of LGBT students in basic education. The study is based on Historical-Dialectical Materialism, Historical-Cultural Psychology and Historical-Critical Pedagogy. With a qualitative approach, the field research was carried out through interviews with students from the Federal University of Amazonas, with the analysis support of the nuclei of significance. The study also considers the advances achieved in the debate on sexual and gender diversity in the national educational field in recent decades, more specifically, in the initial and continuing education of teachers. The results showed that the schooling trajectories of LGBT students are marked by exclusion, violence and LGBTphobia in the Amazonian school space. The analysis of the narratives highlighted the indispensability of the themes being associated with human development processes, dignified life and citizenship in line with national educational laws and guidelines for basic education and teacher training; pointed out the need for initial and continuing training, both for teachers and for the entire school technical staff; announced the relevance of a training that envisions theoretical constructions based on human rights in order to enable the awareness of stigmas and prejudices and their extinction, as well as the need to implement training processes that value active listening and empathy, provide the construction of knowledge with critical, reflective, historical, social and cultural bases to ensure the inclusion and full schooling of LGBT students in safe and welcoming environments, generating possibilities for the continuity of their studies, through the promotion and guarantee of gender equality, confronting LGBTphobia and building the full (non-precarious) citizenship of these students.