Marcas da abjeção expressas em conversas sobre heteronormatividade com jovens no Facebook: em defesa de uma pedagogia queer

Abstract

This dissertation aims to analyze the marks of abjection produced and maintained by gender norms present in family and school contexts of young people who do not identify as heterosexuals. The research fieldwork was conducted between 2013 and 2015 on Facebook, through an immersion in an online group of about 70 young people from different socioeconomic insertions who identify as gays/lesbians/bisexuals. In 2013, year of entry into the fieldwork, the subjects age ranged from 16 to 35 years. The adopted methodological strategy was the establishment of individual and collective online conversations with the young people. The chosen theoretical framework was based, predominantly, on the work of researchers that study gender and sexuality from the perspective of queer theory. Thus, this theoretical foundation guided the interpretations of the online conversations held on Facebook. Furthermore, in order to understand the digital communication phenomena, with focus on online social networks dynamics of interaction and collaboration, I also researched the available literature on the Communication and Education fields. Moreover, the construction of an online research proposal based on the historical-cultural perspective was enabled mainly by Mikhail Bakhtin s concepts of dialogism and otherness, which allowed me to trace the necessary methodological steps to interact with the young people on Facebook. In this approach, researcher and subjects are co-authors in a process of knowledge production that is gradually built with the other, in which online social networks are places to meet with each other. The fieldwork showed the engagement and the political role of the research participants who have been using Facebook to strengthen social and emotional ties, fostering the possibility of resistance against heteronormativity from activisms constituted through the potential of online conversations. By emphasizing how gender regulatory norms were present in their educational and family contexts, the reports of the subjects pointed to the urgent need to discuss heteronormativity in schools and in teacher training courses, as well as in the family environment, in order to demystify the naturalization and normalization of the heterosexual model. The interpretation of the research material challenges heteronormativity, problematizing and resignifying the heterosexual model that has been widely (re)produced and naturalized in the social discourse. Also, it has enabled, by applying the queer theory approach, a critical thinking about school processes that disqualify social behaviors that do not fit heteronormative principles. As citizens and educators, if we do not rethink the issues related to bodies, genders and sexualities, we will continue to be accomplices of the predominance of family and school practices based on mere tolerance and respect for the different and differences. In this sense, I argue that we must queerize the heterosexual-centered thought by re-imagining the multiplicity of ways in which bodies, genders and sexualities are produced