Homofobia e heterossexismo na escola: um estudo sobre significações de professores gays que atuam na educação básica
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/21060 |
Resumo: | The purpose of this research is to understand the concepts constructed by teachers who are gay about the multiple violence and prejudices experienced in relation to their sexual orientation and their expression approach types. To enable to comply with this, we seek to understand the historical constitution of heterosexism and homophobia in the Brazilian society. We have focused on studies that recall the trajectory of LGBTT movement and the various forms of expression of homophobia, focusing especially on their expressions in school. We also have reflected on the school as a powerful space for confronting homophobia and how this institution can eventually also become a space for violence Finally, the study also focused on understanding struggling strategies and homophobia conflict. Hence, four sessions of conversation were held with teachers who identified themselves as gays and who work in the basic education. The selection of the teachers who participated of the r4esearched was based on the "snowball" strategy, according to May's proposition, in which the first participant selected, which met the profile defined for the study (being a teacher who defined him/herself gay in public schools of basic education indicated a new entrant and so on. The analysis was done by Núcleos of Significação (Meaning Concept Cell). The research concluded that prejudice and discrimination against the LGBTT population, in most cases, result in situations in which these people are humiliated and / or beaten, initially because their expression of gender / sexuality is considered to be outside of the patterns of heteronormativity. This fact suggests that it is fundamental to face conservatism, which is expressed in practices that accentuate prejudice and violence addressed to the LGBTT population in the school environment. In this sense, when the school does not define itself politically against homophobic violence, it can become a space for the production of violence and a reaffirmation of the exclusions experienced by the school actors. We have realized that the daily school life has not been conducive for teachers who wish to have a practice committed to the transformation of reality to achieve it, especially when they are engaged in a work involving education related to gender relations and the fight against homophobia. We have concluded that the participants of this research as they were classified themselves as "good students" and having faced violence in the school during their initial school time and then as teachers, had to create tools and strategies by themselves to face the challenges presented by the their gender condition. It is important to emphasize that to overcome the difficulties experienced by the participants was only possible in the adult life and that they survived in school through the establishment of partnerships and supports (personal and institutional). Considering this scenario, such partnerships and supports were fundamental to the participants to remain in school as teachers, developing their work in a positive way. Thus, the results of this study suggest that it is essential that schools develop projects, together with social movements, to devote themselves to understand, discuss and accept differences in sexual orientation, so that these actions imply that students dropping out of school out by fear and / or discrimination, and building professional settings in which gay teachers also remain in school without violence |
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Antunes, Mitsuko Aparecida Makinohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4718787P1Toledo, Rodrigo2018-05-04T13:41:27Z2018-03-19Toledo, Rodrigo. Homofobia e heterossexismo na escola: um estudo sobre significações de professores gays que atuam na educação básica. 2018. 191 f + 48 f. Apêndices. Tese (Doutorado em Educação: Psicologia da Educação) - Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação, Pontifícia Universidade Católica de São Paulo, São Paulo, 2018.https://tede2.pucsp.br/handle/handle/21060The purpose of this research is to understand the concepts constructed by teachers who are gay about the multiple violence and prejudices experienced in relation to their sexual orientation and their expression approach types. To enable to comply with this, we seek to understand the historical constitution of heterosexism and homophobia in the Brazilian society. We have focused on studies that recall the trajectory of LGBTT movement and the various forms of expression of homophobia, focusing especially on their expressions in school. We also have reflected on the school as a powerful space for confronting homophobia and how this institution can eventually also become a space for violence Finally, the study also focused on understanding struggling strategies and homophobia conflict. Hence, four sessions of conversation were held with teachers who identified themselves as gays and who work in the basic education. The selection of the teachers who participated of the r4esearched was based on the "snowball" strategy, according to May's proposition, in which the first participant selected, which met the profile defined for the study (being a teacher who defined him/herself gay in public schools of basic education indicated a new entrant and so on. The analysis was done by Núcleos of Significação (Meaning Concept Cell). The research concluded that prejudice and discrimination against the LGBTT population, in most cases, result in situations in which these people are humiliated and / or beaten, initially because their expression of gender / sexuality is considered to be outside of the patterns of heteronormativity. This fact suggests that it is fundamental to face conservatism, which is expressed in practices that accentuate prejudice and violence addressed to the LGBTT population in the school environment. In this sense, when the school does not define itself politically against homophobic violence, it can become a space for the production of violence and a reaffirmation of the exclusions experienced by the school actors. We have realized that the daily school life has not been conducive for teachers who wish to have a practice committed to the transformation of reality to achieve it, especially when they are engaged in a work involving education related to gender relations and the fight against homophobia. We have concluded that the participants of this research as they were classified themselves as "good students" and having faced violence in the school during their initial school time and then as teachers, had to create tools and strategies by themselves to face the challenges presented by the their gender condition. It is important to emphasize that to overcome the difficulties experienced by the participants was only possible in the adult life and that they survived in school through the establishment of partnerships and supports (personal and institutional). Considering this scenario, such partnerships and supports were fundamental to the participants to remain in school as teachers, developing their work in a positive way. Thus, the results of this study suggest that it is essential that schools develop projects, together with social movements, to devote themselves to understand, discuss and accept differences in sexual orientation, so that these actions imply that students dropping out of school out by fear and / or discrimination, and building professional settings in which gay teachers also remain in school without violenceO propósito desta pesquisa é compreender as significações que professores gays constroem sobre as múltiplas violências e sobre os preconceitos vividos em relação à própria orientação sexual e suas formas de expressão. Para isso, buscamos compreender a constituição histórica do heterossexismo e da homofobia na sociedade brasileira. Debruçamo-nos sobre os estudos que recontam a trajetória de lutas do movimento LGBTT e às diversas formas de expressão da homofobia, dedicando-nos, especialmente, às suas expressões na escola. Refletimos, também, sobre a escola como um espaço potente para o enfrentamento da homofobia e como em alguns momentos essa instituição também pode se tornar um espaço de produção de violências. Por fim, o estudo também se dedicou a compreender estratégias de enfrentamento e combate à homofobia. Para isso, foram realizadas quatro sessões de conversação com professores que se autodeclaram gays e que atuavam na educação básica. A seleção dos professores participantes ocorreu pela estratégia “bola de neve”, segundo proposição de May, na qual o primeiro participante selecionado, e que atendia ao perfil definido para o estudo (ser professor que se autodeclara gay, em exercício em escolas públicas de educação básica) indicou um novo participante e assim sucessivamente. A análise foi feita por Núcleos de Significação. A pesquisa permitiu concluir que o preconceito e a discriminação contra a população LGBTT, na maioria das vezes, resultam em situações nas quais essas pessoas são humilhadas e/ou agredidas, inicialmente, por sua expressão de gênero/sexualidade considerada fora dos padrões de heteronormatividade. Esse fato sugere que é fundamental combater o conservadorismo, que se expressa em práticas que acentuam o preconceito e as violências direcionadas à população LGBTT no ambiente escolar. Dessa maneira, quando a escola não se posiciona politicamente contrária às violências homofóbicas, ela pode se tornar um espaço de produção de violências e de reafirmação das exclusões vividas pelos atores escolares. Apreendemos que o cotidiano escolar não tem sido propício para que os professores que pretendem ter uma prática comprometida com a transformação da realidade consigam empreende-la, em especial quando se dedicam a um trabalho envolvendo a educação para as relações de gênero e para o combate à homofobia. Verificamos que os participantes desta pesquisa, ao terem se constituído como “bons alunos” e por terem enfrentado violências no espaço escolar durante sua escolarização inicial e depois como professores, tiveram que forjar sozinhos as ferramentas e as estratégias para enfrentar os desafios colocados em função da sua orientação sexual. É importante ressaltar que a superação das dificuldades vividas pelos participantes só se concretizou na vida adulta e que eles sobreviveram na escola por meio do estabelecimento de parcerias e apoios (pessoais e institucionais). Diante disso, tais parcerias e apoios mostraram-se fundamentais para que os participantes conseguissem permanecer na escola, como professores, desenvolvendo seu trabalho de forma positiva. Sendo assim, os resultados deste estudo sugerem que é essencial que as escolas desenvolvam projetos, em parceria com os movimentos sociais, que se dediquem a compreender, discutir e acolher as diferenças de orientação sexual, de maneira que essas ações impliquem a prevenção da evasão de alunos e alunas LGBTT por medo e/ou discriminação e a construção de ambientes profissionais nos quais os professores gays também permaneçam nas escolas sem que sofram violênciasConselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPqapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/45441/Rodrigo%20Toledo.pdf.jpghttp://tede2.pucsp.br/tede/retrieve/45442/Rodrigo%20Toledo%20-%20Ap%c3%aandices.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Psicologia da EducaçãoPUC-SPBrasilFaculdade de EducaçãoHomofobia nas escolasHomossexualidade e educaçãoDiscriminação na educaçãoViolência na escolaHomophobia in schoolsHomosexuality and educationDiscrimination in educationSchool violenceCNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEMHomofobia e heterossexismo na escola: um estudo sobre significações de professores gays que atuam na educação básicainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTRodrigo Toledo.pdf.txtRodrigo Toledo.pdf.txtExtracted texttext/plain520287https://repositorio.pucsp.br/xmlui/bitstream/handle/21060/6/Rodrigo%20Toledo.pdf.txt4c3adfd79007eca5df266729dbe7f058MD56Rodrigo Toledo - Apêndices.pdf.txtRodrigo Toledo - Apêndices.pdf.txtExtracted texttext/plain176240https://repositorio.pucsp.br/xmlui/bitstream/handle/21060/7/Rodrigo%20Toledo%20-%20Ap%c3%aandices.pdf.txt369f4d8eda9b329047c65cb46065d393MD57LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Homofobia e heterossexismo na escola: um estudo sobre significações de professores gays que atuam na educação básica |
title |
Homofobia e heterossexismo na escola: um estudo sobre significações de professores gays que atuam na educação básica |
spellingShingle |
Homofobia e heterossexismo na escola: um estudo sobre significações de professores gays que atuam na educação básica Toledo, Rodrigo Homofobia nas escolas Homossexualidade e educação Discriminação na educação Violência na escola Homophobia in schools Homosexuality and education Discrimination in education School violence CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM |
title_short |
Homofobia e heterossexismo na escola: um estudo sobre significações de professores gays que atuam na educação básica |
title_full |
Homofobia e heterossexismo na escola: um estudo sobre significações de professores gays que atuam na educação básica |
title_fullStr |
Homofobia e heterossexismo na escola: um estudo sobre significações de professores gays que atuam na educação básica |
title_full_unstemmed |
Homofobia e heterossexismo na escola: um estudo sobre significações de professores gays que atuam na educação básica |
title_sort |
Homofobia e heterossexismo na escola: um estudo sobre significações de professores gays que atuam na educação básica |
author |
Toledo, Rodrigo |
author_facet |
Toledo, Rodrigo |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Antunes, Mitsuko Aparecida Makino |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4718787P1 |
dc.contributor.author.fl_str_mv |
Toledo, Rodrigo |
contributor_str_mv |
Antunes, Mitsuko Aparecida Makino |
dc.subject.por.fl_str_mv |
Homofobia nas escolas Homossexualidade e educação Discriminação na educação Violência na escola |
topic |
Homofobia nas escolas Homossexualidade e educação Discriminação na educação Violência na escola Homophobia in schools Homosexuality and education Discrimination in education School violence CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM |
dc.subject.eng.fl_str_mv |
Homophobia in schools Homosexuality and education Discrimination in education School violence |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM |
description |
The purpose of this research is to understand the concepts constructed by teachers who are gay about the multiple violence and prejudices experienced in relation to their sexual orientation and their expression approach types. To enable to comply with this, we seek to understand the historical constitution of heterosexism and homophobia in the Brazilian society. We have focused on studies that recall the trajectory of LGBTT movement and the various forms of expression of homophobia, focusing especially on their expressions in school. We also have reflected on the school as a powerful space for confronting homophobia and how this institution can eventually also become a space for violence Finally, the study also focused on understanding struggling strategies and homophobia conflict. Hence, four sessions of conversation were held with teachers who identified themselves as gays and who work in the basic education. The selection of the teachers who participated of the r4esearched was based on the "snowball" strategy, according to May's proposition, in which the first participant selected, which met the profile defined for the study (being a teacher who defined him/herself gay in public schools of basic education indicated a new entrant and so on. The analysis was done by Núcleos of Significação (Meaning Concept Cell). The research concluded that prejudice and discrimination against the LGBTT population, in most cases, result in situations in which these people are humiliated and / or beaten, initially because their expression of gender / sexuality is considered to be outside of the patterns of heteronormativity. This fact suggests that it is fundamental to face conservatism, which is expressed in practices that accentuate prejudice and violence addressed to the LGBTT population in the school environment. In this sense, when the school does not define itself politically against homophobic violence, it can become a space for the production of violence and a reaffirmation of the exclusions experienced by the school actors. We have realized that the daily school life has not been conducive for teachers who wish to have a practice committed to the transformation of reality to achieve it, especially when they are engaged in a work involving education related to gender relations and the fight against homophobia. We have concluded that the participants of this research as they were classified themselves as "good students" and having faced violence in the school during their initial school time and then as teachers, had to create tools and strategies by themselves to face the challenges presented by the their gender condition. It is important to emphasize that to overcome the difficulties experienced by the participants was only possible in the adult life and that they survived in school through the establishment of partnerships and supports (personal and institutional). Considering this scenario, such partnerships and supports were fundamental to the participants to remain in school as teachers, developing their work in a positive way. Thus, the results of this study suggest that it is essential that schools develop projects, together with social movements, to devote themselves to understand, discuss and accept differences in sexual orientation, so that these actions imply that students dropping out of school out by fear and / or discrimination, and building professional settings in which gay teachers also remain in school without violence |
publishDate |
2018 |
dc.date.accessioned.fl_str_mv |
2018-05-04T13:41:27Z |
dc.date.issued.fl_str_mv |
2018-03-19 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Toledo, Rodrigo. Homofobia e heterossexismo na escola: um estudo sobre significações de professores gays que atuam na educação básica. 2018. 191 f + 48 f. Apêndices. Tese (Doutorado em Educação: Psicologia da Educação) - Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação, Pontifícia Universidade Católica de São Paulo, São Paulo, 2018. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/21060 |
identifier_str_mv |
Toledo, Rodrigo. Homofobia e heterossexismo na escola: um estudo sobre significações de professores gays que atuam na educação básica. 2018. 191 f + 48 f. Apêndices. Tese (Doutorado em Educação: Psicologia da Educação) - Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação, Pontifícia Universidade Católica de São Paulo, São Paulo, 2018. |
url |
https://tede2.pucsp.br/handle/handle/21060 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Pontifícia Universidade Católica de São Paulo |
dc.publisher.program.fl_str_mv |
Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação |
dc.publisher.initials.fl_str_mv |
PUC-SP |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Faculdade de Educação |
publisher.none.fl_str_mv |
Pontifícia Universidade Católica de São Paulo |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações da PUC_SP instname:Pontifícia Universidade Católica de São Paulo (PUC-SP) instacron:PUC_SP |
instname_str |
Pontifícia Universidade Católica de São Paulo (PUC-SP) |
instacron_str |
PUC_SP |
institution |
PUC_SP |
reponame_str |
Biblioteca Digital de Teses e Dissertações da PUC_SP |
collection |
Biblioteca Digital de Teses e Dissertações da PUC_SP |
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Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP) |
repository.mail.fl_str_mv |
bngkatende@pucsp.br||rapassi@pucsp.br |
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1809277781757919232 |