Narrativas audiovisuais e redes de significações sobre gênero e sexualidades nos/com os cotidianos da formação docente

Abstract

The main purrpose of the present doctorate thesis is to think about production and meanings' process on gender and sexuality, woven from appropriations of audiovisual narratives and theoretical articulations in spacestimes of continuous teacher training, which was developed as a research-training-intervention, taking as a study field a group of teachers at a public elementary school of Rio de Janeiro's municipal system of education. The central focus of this study was to investigate the networks of knowledge about gender and sexuality fragments, created with the use of audiovisual narratives articulating them with the contexts insideoutside of school's everyday life, trying to teachers'continiuous training. In order to experience fragments of these networks, in the spaces of everyday school life, I established the research-training-intervention, proposing as the first moviment films exhibition, with the intention of triggering conversations related to the proposed theme. Throughout this activity, we have been able to experience how certain meanings are sensed, thought and negotiated from the teachers' narratives. Another methodological procedure was developed in the sense of producing/questioning the knowledge woven in these networks, allowing new and different connections. There were theoretical texts readings and realization of debates aiming to denaturalize the hegemonic ways of doing science and school content, with the purpose of encouraging new conversations, thus, other possible meanings production about gender and sexualities. This research is part of the trend of research in education known as in/of/with the everyday life and, therefore, understands that the researched practitioners are, above all, subjects and coauthors of the developed study. With this work, we invest on collective conversations and reflections that have been launched, making themselves present in the search for the establishment of more just relations against the processes of violence and exclusions motivated by differences such as gender and sexualities and the production of desire, perceiving differences as a form of power in the everyday life of schools.