Consenso y disensas de profesores y gerentes sobre diversidad sexual y LGBTfobia en la escuela

• Autor(a) principal: da Silva, Filipe Antonio Ferreira
• Data de Publicação: 2021
• Outros Autores: Lage, Allene Carvalho
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educa (Porto Velho)
• Texto Completo: https://periodicos.unir.br/index.php/EDUCA/article/view/4896
• topic: Diversidade sexual. LGBTfobia. Educação; DIVERSIDADE SEXUAL; Diversidad sexual. LGBTfobia. Educación básica; Sexual Diversity. LGBTphobia. Basic education.

Studies on sexual diversity and the fight against LGBTphobia in schools have revealed how much this field is still permeated by a set of mechanisms to control sexuality and legitimize violations, prejudices and discrimination against non-heterosexual identities that permeate the school setting. Young people and teachers experience LGBTphobia that manifests itself as physical, symbolic and verbal violence. In this direction, this research arises as a result of our Master's dissertation in Education (PPGEDUC-UFPE-CAA), which sought to analyze the main consensus and disagreements of teachers and managers on sexual diversity and LGBT phobia at school. To achieve this goal, we opted to use theoretical references from researchers and authors who theoretically discuss sexual diversity and coping with LGBTphobia in schools. It was within this same perspective, in methodological terms, that we built the research, opting for a qualitative approach, extended case method and application of script and semi-structured interviews with school managers and school teachers from the State Education Network, located in the municipality from Caruaru –PE. Data interpretation was performed in the light of the extended case method. Our results show that the main consensus in schools in relation to the theme of sexual diversity occurs through the commitment of teachers to address issues related to gender and sexuality in their disciplines, so that LGBT identities, which permeate the school, feel safe and valued.