Experiências e práticas pedagógicas em gênero e sexualidade: conflitos e potências em narrativas de professoras da educação básica

Abstract

This research aims to investigate, from the teaching narrative, how themes of gender and sexuality permeate pedagogical practices of four teachers of the municipal teaching network of Nova Iguaçu / RJ. The methodology of this research is based on individual and collective conversations (MELO and CRUZ, 2014), and on a queer perspective (LOURO 2004; OLIVEIRA, 2016). Some questions guided the development of research strategies, such as: In what ways do themes of gender and sexuality permeate their daily practices? What are the challenges and advances they perceive in the schools in which they work? Which are the strategies and methodologies that they construct to insert these themes from the pedagogic they develop? Based on conversations and dialogue with authors such as Guacira Lopes Louro, Rogério Diniz Junqueira, Elsa Dorlin and Daniel Borrilo, it is possible to think about the production of a practice based on the construction of questionings, which put the students' naturalized visions under suspicion about gender and sexuality. On the other hand, we perceive that the strategies are developed more in times of conflict, but that hardly unfold in pedagogical practices planned and integrated with classes and other school moments. In this way, we could think about the strategies that are developed and the webs of power that intertwine in the school, transforming it into a space that not only re-produces stigmas and violence, but also where practices that question and dispute meanings are developed.