Questões de gênero e sexualidade no currículo escolar

Abstract

The studies to conduct this dissertation are contextualized in the epistemological aspect of the curriculum and intend to discuss issues regarding gender and sexuality in the context of curricular practice, considering the perspective of Elizabeth Macedo, who understands the curriculum as a space-time boundary and enunciation of meanings. The research sought to problematize the meanings of sexuality, gender and identities assigned to the performances of the students, which at times are jeopardized by the heteronormativity revealing evidence of homophobia in a everyday elementary school in the city of Rio de Janeiro. The analysis shows that the discursive approach of teachers, management and pupils tends to express a supposed gender normativity, which are loaded with cultural meanings in dispute, and is therefore unstable and ambiguous, since they are only discursive constructions. Silence is also regarded in this text as an element of help towards homophobic behaviour. The cultural studies and the theory of Ernesto Laclau and Chantal Mouffe have also helped these analyzes. It is important, however, to emphasize that the curricular practices that work towards combating homophobia in the school environment were also observed. The text is influenced by the queer studies and intends to question the concepts that try to fix sexual gender identities. This process considers that identities are in a constant state of fluidity. This reflection was deepened from the studies of Judith Butler and Guacira Lopes Louro, as well as other representatives of the Queer Theory in dialogue with this curriculum. This study intended to demonstrate that the differences in gender and sexuality should not be limited to simply operate from fixed dichotomous binary oppositions schemes. The directions produced from the difference should be understood as temporary identification movements. They are rather processes producing provisional identifications. Understanding that there is a need for greater democracy in the school curriculum in relation to gender and sexuality, this research points to the post-identity perspective as effective action in tackling homophobia.