O masculinofeminino e o femininomasculino no corpo: experiências fílmicas acerca das sexualidades e nossas vivências com as imagens na sala de aula

Abstract

This research aims to discuss an issue that has gained visibility in our society in recent years: to follow the trajectory of the masculine and feminine in students bodies in the classroom. We will seek to emphasize the performative announcements that indicate a place to be male or female in the formation of gender and sexuality. As far as the possibility of "discontinuity" of the gender is concerned, I am intent on investigating if these students, of both biological sexes, can move about before the existing possibilities in the classroom context. In the classroom we wonder what performative announcements of the masculine and feminine roles are corroborated for the construction of an identity and how those same announcements may indicate possibilities of resistance, subversion, displacement and re-significance in the construction(s) of sexuality(ies). The research also aims to shed some light upon sexualities and upon the itineraries of the masculinefeminine and the femininemasculine experienced by these students. Bearing it in mind, we move on to establish the similarities and differences among sexuality, identity and language games. In this way, the body and subjective forms in Foucault's perspective (1996, 1997, 1998, 1999, 2001, 2002, 2005 and 2010) and in Butler's (1997, 1999 and 2003) are vitally important to think about the power relations in society because these authors build up their criticisms against the dualistic metaphysical tradition. We have also resorted to Guacira Lopes Louro (2001, 2010 and 2011) with respect to gender, sexuality, and education. Based on this Parallax, we have drawn inferences about sexuality and subjectivity, in order to both analyze how the formation of these affections and sexualities take place and understand the peculiarities involved. Finally, a reflection on this issue is proposed, leading the reader to examine the existing preconceived concepts in our society. The fieldwork relies on the assumptions of Michel Thiollent's action research approach (1997), making a link with cinema, which can sustain meanings of what is displayed through a scene, thus defining a visual scope and its limits. The viewer can define a field of issues and its stance, its role in both an individual appearance and a collective one. In order to support such connection, I will bring out the arguments made by Ismail Xavier (2003). Such observations were made possible through the display of the following films: the Little Nicholas (Laurent Tirard, 2010), the war of the buttons (Yann L. Samuell, 2012) and the year my Country went on vacation (Cao Hamburger, 2006), through debates, workshops, texts written by students and through observations made in the field journal within the Autonomy Project held in three classes at Georg Christoph Pfisterer school located in Rio de Janeiro.