Professores gays nos Anos Iniciais do Ensino Fundamental: a docência em disputa

Abstract

This dissertation sought to analyze training and work experiences, as well as gender and sexual relations, of gay men teaching in the early years of elementary school. This is a qualitative research, conducted through narrative interviews with three gay teachers, tendered to public schools and working for the municipal and federal spheres. In addition, it was supported by the theoretical fields of cultural and post-structuralist studies. Based on this, we developed two categories of analysis, through which it was possible to notice that the presence of gay teachers at schools leads to surveillance and abjection regarding their bodies, in addition to showing that homophobia, even if veiled, is present in the daily relationship. The study also considers that the effects of control, guardianship, and prejudice against the presence of gay men correspond, in part, to modes of childhood regulation. Given the analyzes presented, it is expected that the study will contribute to these and other gay teachers to continue problematizing and disputing teaching for children, even though this is space is still socially understood as one for women, with important consequences in the game of hetero-cis-normativity, more than the supposed evidence of equating access to work.