Percorrendo Tangerine: discursos e territórios da memória

• Autor(a) principal: Alexandre, Alda
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/9648
• topic: Tangerine; Gênero; Performatividade; Discurso; Práticas educativas; Identidade; Gender; Performativity; Discourse; Educational practices; Identity; LINGUISTICA, LETRAS E ARTES::ARTES

This paper proposes to discuss, in the perspective of the Queer Studies or Theories and in the context of Visual Culture, how conceptions related to gender are reflected in the discourse of the protagonists of the film Tangerine (USA, 2015) by Sean Baker and also to the notion of what it is to be a woman. This analysis comes from the concept of performativity diffused by Judith Butler as a specific modality of power, which acts as normalizing discourse, and it is reflected, in the field of enunciation, about the constitution of the genre. It is a reflection that was taken from the expression "real woman" used by the characters to refer to a street contestant, a cisgender woman, who appears in the history at first as her antagonist. Throughout this study the autobiography cutout is used as a methodological resource, in search of possible confluences between the experiences of the characters and those of the author in the bias of the discursive practices of gender, whose symbolic construction, in a cultural, social and family system is based on the notion that there are "real women." This analysis also goes through the scope of education, where the performative power of the statement is also guided by the binary notion of gender, contributing to the hypersexualization of female bodies and bodies outside the norm. It is a process that is taken to extremes when subjects who do not fit the shared pattern of heteronormativity are expurgated. The non- formal educational practices that are in the film intersect with the formal practices that have affected the author's experience as a teacher, which in turn are intrinsically related to the notion of identity that constituted her.