TIME FOR INCLUSIVE EDUCATION VS. ESCOLA SEM HOMOFOBIA: AN ANALYSIS OF THE PROGRAMS CONCERNING TO THE INCENTIVE TO INCLUSION AND NON-DISCRIMINATION OF LGBTQI+ PEOPLE IN BRAZIL AND IN SCOTLAND

Detalhes bibliográficos
Autor(a) principal: do Nascimento Ferreira, Daniel
Data de Publicação: 2022
Outros Autores: Araújo da Nóbrega Dias, Kelvin
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista de Estudos Internacionais (REI)
Texto Completo: https://revista.uepb.edu.br/REI/article/view/1580
Resumo: This article analyses the Escola sem Homofobia Project (2011) and campaign Time for Inclusive Education Campaign (2015), in Brazil and in Scotland, respectively, created as a result of discrimination suffered by LGBTQI+ population and in order to promote a culture of education in LGBTQI+ rights. It is a comparative case study, supported by Dahl’s and Foucalt´s concept of Poliarchy to understand these cases and explain the directions each country has taken regarding the promotion of LGBTQI+ rights. It is discussed how Brazil guarantees LGBTQI+ population’s rights and combat LGBTphobia in schools, following the Scottish model. As a conclusion, Brazil could have been a pioneer in implementing an inclusive education for the LGBTQI+ community, however, Scotland, in 2018, was announced as the first country in the world to include LGBTQI+ rights in school curricula. It is also pointed that Brazil’s attitude towards LGBTQI+ population is distant to from Dahl’s democratic ideal, while Scotland show an approach.
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spelling TIME FOR INCLUSIVE EDUCATION VS. ESCOLA SEM HOMOFOBIA: AN ANALYSIS OF THE PROGRAMS CONCERNING TO THE INCENTIVE TO INCLUSION AND NON-DISCRIMINATION OF LGBTQI+ PEOPLE IN BRAZIL AND IN SCOTLANDTIME FOR INCLUSIVE EDUCATION VERSUS ESCOLA SEM HOMOFOBIA: UMA ANÁLISE DOS PROGRAMAS ACERCA DO INCENTIVO À INCLUSÃO E NÃO DISCRIMINAÇÃO DE PESSOAS LGBTQI+ NO BRASIL E NA ESCÓCIALGBTQI PoliarquiaBrasilEscóciaLGBTQI PoliarchyBrazilScotlandThis article analyses the Escola sem Homofobia Project (2011) and campaign Time for Inclusive Education Campaign (2015), in Brazil and in Scotland, respectively, created as a result of discrimination suffered by LGBTQI+ population and in order to promote a culture of education in LGBTQI+ rights. It is a comparative case study, supported by Dahl’s and Foucalt´s concept of Poliarchy to understand these cases and explain the directions each country has taken regarding the promotion of LGBTQI+ rights. It is discussed how Brazil guarantees LGBTQI+ population’s rights and combat LGBTphobia in schools, following the Scottish model. As a conclusion, Brazil could have been a pioneer in implementing an inclusive education for the LGBTQI+ community, however, Scotland, in 2018, was announced as the first country in the world to include LGBTQI+ rights in school curricula. It is also pointed that Brazil’s attitude towards LGBTQI+ population is distant to from Dahl’s democratic ideal, while Scotland show an approach.Este artigo analisa o projeto Escola sem Homofobia (2011) e a campanha Time for Inclusive Education (2015), no Brasil e na Escócia, respectivamente, nascidos em razão das discriminações sofridas pela população LGBTQI+ e com o fim de promover uma cultura de educação em direitos LGBTQI+. É um estudo de caso comparativo, apoiado nos conceitos de poliarquia de Dahl e Foucault para problematizar os casos e explicar os rumos tomados por cada país quanto à promoção dos direitos LGBTQI+. Discute-se como o Brasil garante os direitos da população LGBTQI+ e combate a LGBTfobia nas escolas, tendo como modelo o projeto escocês. Conclui-se que o Brasil poderia ter sido pioneiro em implantar uma educação inclusiva para a comunidade LGBTQI+, mas a Escócia, em 2018, foi anunciada como o primeiro país do mundo a incluir direitos LGBTQI+ no currículo escolar. Aponta-se, também, que a postura do Estado brasileiro para com a população LGBTQI+ está distante do ideal democrático de Dahl, enquanto a postura do Estado escocês mostra aproximação.EDUEPB - EDITORA DA UNIVERSIDADE ESTADUAL DA PARAÍBA2022-11-14info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revista.uepb.edu.br/REI/article/view/1580Journal of International Studies; Vol. 10 No. 2 (2019): v. 10 n. 2 (2019): Mai. - Ago. 2019REI - Revista de Estudos Internacionais; v. 10 n. 2 (2019): v. 10 n. 2 (2019): Mai. - Ago. 20192236-4811reponame:Revista de Estudos Internacionais (REI)instname:Universidade Estadual da Paraíba (UEPB)instacron:UEPBporhttps://revista.uepb.edu.br/REI/article/view/1580/1346Copyright (c) 2022 REI - Revista de Estudos Internacionaisinfo:eu-repo/semantics/openAccessdo Nascimento Ferreira, DanielAraújo da Nóbrega Dias, Kelvin2023-03-27T22:59:22Zoai:ojs.pkp.sfu.ca:article/1580Revistahttps://revista.uepb.edu.br/REIPUBhttps://revista.uepb.edu.br/REI/oai||rei@ccbsa.uepb.edu.br10.29327/2529352236-48112236-4811opendoar:2023-03-27T22:59:22Revista de Estudos Internacionais (REI) - Universidade Estadual da Paraíba (UEPB)false
dc.title.none.fl_str_mv TIME FOR INCLUSIVE EDUCATION VS. ESCOLA SEM HOMOFOBIA: AN ANALYSIS OF THE PROGRAMS CONCERNING TO THE INCENTIVE TO INCLUSION AND NON-DISCRIMINATION OF LGBTQI+ PEOPLE IN BRAZIL AND IN SCOTLAND
TIME FOR INCLUSIVE EDUCATION VERSUS ESCOLA SEM HOMOFOBIA: UMA ANÁLISE DOS PROGRAMAS ACERCA DO INCENTIVO À INCLUSÃO E NÃO DISCRIMINAÇÃO DE PESSOAS LGBTQI+ NO BRASIL E NA ESCÓCIA
title TIME FOR INCLUSIVE EDUCATION VS. ESCOLA SEM HOMOFOBIA: AN ANALYSIS OF THE PROGRAMS CONCERNING TO THE INCENTIVE TO INCLUSION AND NON-DISCRIMINATION OF LGBTQI+ PEOPLE IN BRAZIL AND IN SCOTLAND
spellingShingle TIME FOR INCLUSIVE EDUCATION VS. ESCOLA SEM HOMOFOBIA: AN ANALYSIS OF THE PROGRAMS CONCERNING TO THE INCENTIVE TO INCLUSION AND NON-DISCRIMINATION OF LGBTQI+ PEOPLE IN BRAZIL AND IN SCOTLAND
do Nascimento Ferreira, Daniel
LGBTQI
Poliarquia
Brasil
Escócia
LGBTQI
Poliarchy
Brazil
Scotland
title_short TIME FOR INCLUSIVE EDUCATION VS. ESCOLA SEM HOMOFOBIA: AN ANALYSIS OF THE PROGRAMS CONCERNING TO THE INCENTIVE TO INCLUSION AND NON-DISCRIMINATION OF LGBTQI+ PEOPLE IN BRAZIL AND IN SCOTLAND
title_full TIME FOR INCLUSIVE EDUCATION VS. ESCOLA SEM HOMOFOBIA: AN ANALYSIS OF THE PROGRAMS CONCERNING TO THE INCENTIVE TO INCLUSION AND NON-DISCRIMINATION OF LGBTQI+ PEOPLE IN BRAZIL AND IN SCOTLAND
title_fullStr TIME FOR INCLUSIVE EDUCATION VS. ESCOLA SEM HOMOFOBIA: AN ANALYSIS OF THE PROGRAMS CONCERNING TO THE INCENTIVE TO INCLUSION AND NON-DISCRIMINATION OF LGBTQI+ PEOPLE IN BRAZIL AND IN SCOTLAND
title_full_unstemmed TIME FOR INCLUSIVE EDUCATION VS. ESCOLA SEM HOMOFOBIA: AN ANALYSIS OF THE PROGRAMS CONCERNING TO THE INCENTIVE TO INCLUSION AND NON-DISCRIMINATION OF LGBTQI+ PEOPLE IN BRAZIL AND IN SCOTLAND
title_sort TIME FOR INCLUSIVE EDUCATION VS. ESCOLA SEM HOMOFOBIA: AN ANALYSIS OF THE PROGRAMS CONCERNING TO THE INCENTIVE TO INCLUSION AND NON-DISCRIMINATION OF LGBTQI+ PEOPLE IN BRAZIL AND IN SCOTLAND
author do Nascimento Ferreira, Daniel
author_facet do Nascimento Ferreira, Daniel
Araújo da Nóbrega Dias, Kelvin
author_role author
author2 Araújo da Nóbrega Dias, Kelvin
author2_role author
dc.contributor.author.fl_str_mv do Nascimento Ferreira, Daniel
Araújo da Nóbrega Dias, Kelvin
dc.subject.por.fl_str_mv LGBTQI
Poliarquia
Brasil
Escócia
LGBTQI
Poliarchy
Brazil
Scotland
topic LGBTQI
Poliarquia
Brasil
Escócia
LGBTQI
Poliarchy
Brazil
Scotland
description This article analyses the Escola sem Homofobia Project (2011) and campaign Time for Inclusive Education Campaign (2015), in Brazil and in Scotland, respectively, created as a result of discrimination suffered by LGBTQI+ population and in order to promote a culture of education in LGBTQI+ rights. It is a comparative case study, supported by Dahl’s and Foucalt´s concept of Poliarchy to understand these cases and explain the directions each country has taken regarding the promotion of LGBTQI+ rights. It is discussed how Brazil guarantees LGBTQI+ population’s rights and combat LGBTphobia in schools, following the Scottish model. As a conclusion, Brazil could have been a pioneer in implementing an inclusive education for the LGBTQI+ community, however, Scotland, in 2018, was announced as the first country in the world to include LGBTQI+ rights in school curricula. It is also pointed that Brazil’s attitude towards LGBTQI+ population is distant to from Dahl’s democratic ideal, while Scotland show an approach.
publishDate 2022
dc.date.none.fl_str_mv 2022-11-14
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revista.uepb.edu.br/REI/article/view/1580
url https://revista.uepb.edu.br/REI/article/view/1580
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revista.uepb.edu.br/REI/article/view/1580/1346
dc.rights.driver.fl_str_mv Copyright (c) 2022 REI - Revista de Estudos Internacionais
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 REI - Revista de Estudos Internacionais
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv EDUEPB - EDITORA DA UNIVERSIDADE ESTADUAL DA PARAÍBA
publisher.none.fl_str_mv EDUEPB - EDITORA DA UNIVERSIDADE ESTADUAL DA PARAÍBA
dc.source.none.fl_str_mv Journal of International Studies; Vol. 10 No. 2 (2019): v. 10 n. 2 (2019): Mai. - Ago. 2019
REI - Revista de Estudos Internacionais; v. 10 n. 2 (2019): v. 10 n. 2 (2019): Mai. - Ago. 2019
2236-4811
reponame:Revista de Estudos Internacionais (REI)
instname:Universidade Estadual da Paraíba (UEPB)
instacron:UEPB
instname_str Universidade Estadual da Paraíba (UEPB)
instacron_str UEPB
institution UEPB
reponame_str Revista de Estudos Internacionais (REI)
collection Revista de Estudos Internacionais (REI)
repository.name.fl_str_mv Revista de Estudos Internacionais (REI) - Universidade Estadual da Paraíba (UEPB)
repository.mail.fl_str_mv ||rei@ccbsa.uepb.edu.br
_version_ 1798042426983579648

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