Equality of rights or heteronormativity? Teachers in the face of homosexuality

Detalhes bibliográficos
Autor(a) principal: Bassalo, Lucélia de Moraes Braga
Data de Publicação: 2019
Outros Autores: Weller, Wivian
Tipo de documento: Artigo
Idioma: por
Título da fonte: Práxis Educativa (Online)
Texto Completo: https://revistas.uepg.br/index.php/praxiseducativa/article/view/14305
Resumo: In daily school life, teachers face issues they do not have the opportunity to reflect upon or study more intensively. Among those, homosexuality is a topic that challenges them, especially when they are forced to reflect more actively through images and movies and not just through reading theoretical productions. Thus, this paper analyzes positions on homosexuality registered in an online discussion forum by schoolteachers of the Basic Education of the Federal District, Brazil, in the context of an in-service training course. In general, it was observed that heteronormativity is taken as a matrix that is organized in a binary and asymmetric way, with regulatory and uniformizing effect of the social environment and that produces stigmatization. The analysis of the records, based on the Documentary Method, also revealed the existence of three different types of orientation regarding homosexuality among the 140 teachers who participated in the in-service training: denial, review of their positions and defense of homosexuality. These distinct orientations reveal the weight of heteronormativity in the construction of an education that seeks to defend equality of rights. Keywords: Heteronormativity. Homosexuality. Homophobia in school. Equal rights. Diversity in education. Teacher in-service training.
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spelling Equality of rights or heteronormativity? Teachers in the face of homosexuality¿Igualdad de derechos o heteronormatividad? Profesores y profesoras ante la homosexualidadIgualdade de direitos ou heteronormatividade? Professores e professoras diante da homossexualidadeIn daily school life, teachers face issues they do not have the opportunity to reflect upon or study more intensively. Among those, homosexuality is a topic that challenges them, especially when they are forced to reflect more actively through images and movies and not just through reading theoretical productions. Thus, this paper analyzes positions on homosexuality registered in an online discussion forum by schoolteachers of the Basic Education of the Federal District, Brazil, in the context of an in-service training course. In general, it was observed that heteronormativity is taken as a matrix that is organized in a binary and asymmetric way, with regulatory and uniformizing effect of the social environment and that produces stigmatization. The analysis of the records, based on the Documentary Method, also revealed the existence of three different types of orientation regarding homosexuality among the 140 teachers who participated in the in-service training: denial, review of their positions and defense of homosexuality. These distinct orientations reveal the weight of heteronormativity in the construction of an education that seeks to defend equality of rights. Keywords: Heteronormativity. Homosexuality. Homophobia in school. Equal rights. Diversity in education. Teacher in-service training.En el cotidiano de la escuela, profesores y profesoras se encuentran delante de cuestiones sobre las cuales no tuvieron la oportunidad de reflexionar o estudiar más detenidamente. Entre otros, la homosexualidad es un tema que los/las desafía, especialmente cuando se ven obligados/as a reflexionar de forma más activa a partir de imágenes y de películas y no sólo por medio de la lectura de producciones teóricas. Siendo así, este artículo analiza los posicionamientos sobre la homosexualidad registrados en un foro de discusión en línea por profesores y profesoras de la Educación Básica de Distrito Federal, Brasil, en el ámbito de un curso de educación continua. En términos generales, se observó que la heteronormatividad es tomada como una matriz que se organiza de modo binario y asimétrico, con efecto regulador y uniformizador del entorno social y que produce estigmatización. El análisis de los registros, realizado con base en el Método Documental, reveló aún la existencia de tres tipos distintos de orientación con respecto a la homosexualidad en el universo de 140 profesores y profesoras que participaron en la formación: negación, revisión de sus posiciones y defensa de la homosexualidad. Estas orientaciones distintas revelan el peso de la heteronormatividad en la construcción de una educación que busca defender la igualdad de derechos. Palabras clave: Heteronormatividad. Homosexualidad. Homofobia en la escuela. Igualdad de derechos. Diversidad en la educación. Formación continua de profesores y profesoras.No cotidiano da escola, professores e professoras encontram-se diante de questões sobre as quais não tiveram oportunidade de refletir ou estudar mais detidamente. Entre outros, a homossexualidade é um tema que os/as desafia, especialmente quando são forçados/as a refletir de forma mais ativa a partir de imagens e de filmes e não apenas por meio da leitura de produções teóricas. Assim sendo, este artigo analisa posicionamentos em torno da homossexualidade registrados em um fórum de discussão online por professores e professoras da Educação Básica do Distrito Federal no âmbito de um curso de formação continuada. Em linhas gerais, observou-se que a heteronormatividade é tomada como uma matriz que se organiza de modo binário e assimétrico, com efeito regulador e uniformizador do meio social e que produz estigmatização. A análise dos registros, realizada com base no Método Documentário, revelou ainda a existência de três tipos de orientação distintos em relação à homossexualidade no universo dos 140 professores e professoras que participaram da formação: negação, revisão das suas posições e defesa da homosexualidade. Essas orientações distintas revelam o peso da heteronormatividade na construção de uma educação que busca defender a igualdade de direitos. Palavras-chave: Heteronormatividade. Homossexualidade. Homofobia na escola. Igualdade de direitos. Diversidade na educação. Formação continuada de professores e professoras.Universidade Estadual de Ponta Grossa2019-12-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/1430510.5212/PraxEduc.v.15.14305.021Práxis Educativa; Vol. 15 (2020): Publicação contínua; 1-18Práxis Educativa; Vol. 15 (2020): Publicação contínua; 1-18Práxis Educativa; V. 15 (2020): Publicação contínua; 1-18Práxis Educativa; v. 15 (2020): Publicação contínua; 1-181809-43091809-4031reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/14305/209209212799https://revistas.uepg.br/index.php/praxiseducativa/article/view/14305/209209213264Copyright (c) 2019 Práxis Educativainfo:eu-repo/semantics/openAccessBassalo, Lucélia de Moraes BragaWeller, Wivian2020-05-29T11:24:53Zoai:uepg.br:article/14305Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2020-05-29T11:24:53Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv Equality of rights or heteronormativity? Teachers in the face of homosexuality
¿Igualdad de derechos o heteronormatividad? Profesores y profesoras ante la homosexualidad
Igualdade de direitos ou heteronormatividade? Professores e professoras diante da homossexualidade
title Equality of rights or heteronormativity? Teachers in the face of homosexuality
spellingShingle Equality of rights or heteronormativity? Teachers in the face of homosexuality
Bassalo, Lucélia de Moraes Braga
title_short Equality of rights or heteronormativity? Teachers in the face of homosexuality
title_full Equality of rights or heteronormativity? Teachers in the face of homosexuality
title_fullStr Equality of rights or heteronormativity? Teachers in the face of homosexuality
title_full_unstemmed Equality of rights or heteronormativity? Teachers in the face of homosexuality
title_sort Equality of rights or heteronormativity? Teachers in the face of homosexuality
author Bassalo, Lucélia de Moraes Braga
author_facet Bassalo, Lucélia de Moraes Braga
Weller, Wivian
author_role author
author2 Weller, Wivian
author2_role author
dc.contributor.author.fl_str_mv Bassalo, Lucélia de Moraes Braga
Weller, Wivian
description In daily school life, teachers face issues they do not have the opportunity to reflect upon or study more intensively. Among those, homosexuality is a topic that challenges them, especially when they are forced to reflect more actively through images and movies and not just through reading theoretical productions. Thus, this paper analyzes positions on homosexuality registered in an online discussion forum by schoolteachers of the Basic Education of the Federal District, Brazil, in the context of an in-service training course. In general, it was observed that heteronormativity is taken as a matrix that is organized in a binary and asymmetric way, with regulatory and uniformizing effect of the social environment and that produces stigmatization. The analysis of the records, based on the Documentary Method, also revealed the existence of three different types of orientation regarding homosexuality among the 140 teachers who participated in the in-service training: denial, review of their positions and defense of homosexuality. These distinct orientations reveal the weight of heteronormativity in the construction of an education that seeks to defend equality of rights. Keywords: Heteronormativity. Homosexuality. Homophobia in school. Equal rights. Diversity in education. Teacher in-service training.
publishDate 2019
dc.date.none.fl_str_mv 2019-12-27
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dc.publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
dc.source.none.fl_str_mv Práxis Educativa; Vol. 15 (2020): Publicação contínua; 1-18
Práxis Educativa; Vol. 15 (2020): Publicação contínua; 1-18
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