Narrativas de professoras amazônidas sobre gênero e sexualidade

Abstract

Addressing the topic of gender and sexuality at school has become controversial due to the political scenario established in recent years in Brazil. As a general objective, this research sought to understand the narratives of Amazonian teachers about gender and sexuality, identifying the resistance strategies used to deal with the subject in the school context and, as specific objectives: a) to highlight how the articulation with the curriculum organizes this discussion at school, identifying the political-institutional guidelines for dealing with this issue in the classroom; b) understand the devices used by Brazilian conservatism to organize public education policies in Amazonas; c) identify which historical and cultural crossings arise from the teachers’ narratives when talking about gender and sexuality. The conservative and religious fundamentalist advance on Education did not occur in an isolated and recent manner. It is the result of a historical process that created a favorable scenario for the establishment of a “conservative wave” over the country’s democracy. The methodological strategy occurred with the use of the thematic dialogical method with a qualitative approach, carried out through narrative interviews with two basic education teachers from public schools in the state education network. Braun and Clarke's thematic analysis (TA) was used to identify, analyze, interpret and report patterns from the collected information. The conservative offensive on Education guidelines became evident with the suppression of the terms “gender identity” and “sexual orientation” from the National Common Curricular Base (BNCC), the emergence of movements such as Escola sem Partido and Homeschooling. Aligned with education entrepreneurs, conservative groups seek the privatization of public education and the militarization of schools, orienting education towards a technical, utilitarian, marketing and conservative conception. The research results indicate that the state secretariat acts in an avoidant perspective that does not allow teachers to explicitly address the themes in the classroom, does not build and does not authorize any institutional support that supports teachers and students related to this agenda. There is a true ideological political alignment in the State, led by conservative and religious politicians, who act from lines of moral force. As a form of resistance, the teachers make use of the official curriculum and insert the theme in a directive and subtle way, using episodes from everyday school life. They perform individual and collective strategies, according to the reality of each school, creating gaps and collaborating so that students become more critical and reflective subjects of their social reality. Finally, students also emerged as research elements with the use of collective strategies to report cases of sexual abuse at the education department.