Gênero e sexualidade na escola: normat(I)zações nos discursos de jovens sobre identidade de gênero e orientação sexual

Abstract

This dissertation aims to understand how the discursive articulation of the school influences the subjectivities and the discursive production of young people, regarding the constructs of gender and sexualities. From a post-structuralist perspective, the methodology was based on conversation as the axis of access to these lines and constitutedempirical material for carrying out a critical analysis of discourse, based on the contributions of Michel Foucault and Norman Fairclough. We dialogue with the conception that youth is produced according to the material, historical and cultural conditions in which it is inserted. (PARENTS, 1990, ABRAMO, 2019).We analyzed theses and dissertations produced by educational institutions that dealt with the subject 2,pointing to a critique of a conservative logicactivelogic, present in schools, which reinforces the perception of gender binarity and heterosexuality as the only possibility of affective and sexual relationship. On the other hand, it indicates how students break with this logic, transgressing in some behaviors. In this way, the studies perceive the need for greater support from school management, training,and pedagogical actionsthat focus on this theme.With that in mind, this research aimed to listen to students. This listening confirmed the findings of previous research: Most of the non-heterosexual young people who participated in the studyshowed great interest in talking about gender and sexualities, considering na importantagenda, as it is a question about experiences that,are often restricted. The young people also to dealaving participated in any pedagogical action aimed at dealing with the subject. Some young people, who identified themselves as heterosexual, reinforced in their speeches the stereotypes of gender and sexualities, that is, the perception that heterosexual identities were the only “normal” ones and that non-heterosexuals are restricted to homosexuality, sometimesassuming,attitudes of tolerance in relation to this orientation, in addition to a non-recognition of bisexuality and non-binarity of gender.The conversations showed how homophobic violence materializes in everyday school life, sometimes supported by cultural beliefs based on practices and policies implemented by criminal groups within communities, sometimes based on religious fundamentalist discourses. Theoretical supports on gender and sexuality were produced from the contributions of Judith Butler (2014), Dagmar Meyer and Marlucy Alves Paraíso (2012/2014), Michael Foucault 1970, 1971, 1984, 2019), Guacira Lopes Louro (2001, 2009) and Richard Miskolci (2012, 2018)