Acolhimento de estudantes LGBTQIA+ em colégios estaduais do município de Foz do Iguaçu
The need for a broad debate against lgbtqiphobia and the production of actions based on the principles of isonomy, dignity and rights that protect lesbian, gay, bisexual, transvestite, transsexual, queer, intersex, gain more and more strength in Brazil and in the world. In this research, we turn to...
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| Tipo de recurso: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Universidade Estadual do Oeste do Paraná (UNIOESTE) |
| Repositorio: | Biblioteca Digital de Teses e Dissertações do UNIOESTE |
| Idioma: | portugués |
| OAI Identifier: | oai:tede.unioeste.br:tede/6456 |
| Acceso en línea: | https://tede.unioeste.br/handle/tede/6456 |
| Access Level: | acceso abierto |
| Palabra clave: | Escola Acolhimento Homofobia Heteronormatividade School Reception Homophobia Heteronormativity Escuela Recepción homofobia Heteronormatividad EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
| Sumario: | The need for a broad debate against lgbtqiphobia and the production of actions based on the principles of isonomy, dignity and rights that protect lesbian, gay, bisexual, transvestite, transsexual, queer, intersex, gain more and more strength in Brazil and in the world. In this research, we turn to the attention of this situation experienced by the LGBTQIA+ public in school spaces, places in which situations of lgbtqiphobia are frequent and often go silent as a product of prejudice in educational institutions. The present research is an exploratory, descriptive and qualitative study, with the objective of investigating the conceptions of the School Team - composed of principals, teachers, pedagogues, employees - and LGBTQIA+ students in relation to the reception of LGBTQIA+ students in the Elementary School II and Secondary Schools of the State public network of Foz do Iguaçu – Paraná. We base our study on a Foucauldian perspective, with a view to the relations of domination and power in educational institutions, heteronormativity and hierarchical surveillance. As a methodological strategy, we bring the discursive textual analysis as a self-organized process in which new, creative and original understandings emerge, in addition to descriptive analysis. Through interviews with the School Staff and LGBTQIA+ students, we sought to recognize the discourses that permeate the issue of homophobia with an emphasis on the violence suffered by LGBTQIA+ students, resulting in a detailed survey of the situations experienced by this public in the school environment, in addition to proposing a definition Educational reception for students of Elementary School II and High School in situations of vulnerability. |
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