School, curriculum and homophobia: reporting experiences

• Autor(a) principal: Longaray, Deise Azevedo
• Data de Publicação: 2015
• Outros Autores: Ribeiro, Paula Regina Costa
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Teoria e Prática da Educação (Online)
• Texto Completo: https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/27753
• topic: School; Homophobia; Sexual and Gender Multiplicities.; Escola; Homofobia; Multiplicidades Sexuais e de Gênero.

This article aims to investigate school and academic experiences of subjects who identified themselves as gays, transvestites and transsexuals, in order to understand how they built themselves at school and academic environments. We analyzed the enunciations that emerged during the interviews produced through the Oral History and highlighted two of the enunciate modalities. The first one emphasizes the relations established between the interviewees and other subjects from educational institutions, discussing strategies that these subjects use/used to deal with homophobia. Relating to that, the subjects narrated that they were treated with difference and, at the same time, indifference. With difference meaning that they were seen and understood as abnormal, responsible for subverting the order and clashing the models of gender and sexuality, considered as standard in the school environment. And with (in)difference, meaning that they were frequently ignored, being positioned as, instead of victims, guilty for some scenes of physical aggression, exclusion and prejudice in the educational scope. The second category points to the need of including sexual and gender multiplicity themes in the school curriculum in order to minimize the homophobia at schools and universities. From the enunciations, the school is understood as an institution that the control and the vigilance are part of its organization. We highlight the importance of (re)building the curriculums and (re)thinking the pedagogical practices, since they act on the subjects, producing effects on their subjectivities.