Narrativa autobiográfica: Inscrevendo minha(s) identidade(s) no currículo

Abstract

The studies for the attainment of this thesis are contextualized in the epistemological field of the curriculum and they tried to problematize issues related to gender and sexuality in the context of curricular practice. Through autobiographical writing and approach, inspired by William Pinar's Method of currere, I present my experiences in the day to day at school, including two researches that I carried out in schools of Rio de Janeiro's key stage three municipal schools, trying to reflect on the subjects of "heteronormativity", the discourses produced on them and, through this perspective, I questioned the "naturalization" of the violence, the discrimination, and homophobia in relation to the subjects of difference. In this thesis, I question the 'fixed identities', precisely by looking at myself and perceiving a fragmented person with multiple identities possibilities. Therefore, I advocate a curriculum that legitimizes diversity and respects the differences. Attentive to the proposition of The Method of Currere, I approach the regressive, progressive, analytical, and synthetic moments. These analyses reveal that the discourse promulgated by teachers, coordinators, and students about individuals who break with what has been instituted as gender normativity is fraught with conflicting cultural meanings and are thus unstable and ambiguous. Silencing is also considered in this text as an element of homophobic articulations. Further source of research was found from the cultural studies, the discourse theory of Ernesto Laclau and Chantal Mouffe, the curricular practices that work in the field of the battle against homophobia in the school, studies that regard the identities as a process of constant fluidity and the analyses of Elizabeth Macedo, who understands the curriculum as frontier space-time and the enunciation of the senses. This reflection was deepened from the Queer studies in interaction with the field of the curriculum itself. I do include myself in the writing scene of this study, and in doing so I demonstrate that differences in gender and sexuality should not be limited to binary schemes operated from fixed dichotomous oppositions. The lenses produced from the differences must be understood in the course of the interim identification and its movements and, because I understand that there is a need to broaden studies on the issues of gender and sexuality in the curriculum, I, therefore, point to the importance of conceiving identity construction as a hybridization process, which deconstructs labels, thus combating homophobia