Nossa presença incomoda!? A (re)produção dos currículos na formaçãoexperiência de sujeitosdocentes LGBTIA+
Autor(a) principal: | |
---|---|
Data de Publicação: | 2023 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UFMA |
Texto Completo: | https://tedebc.ufma.br/jspui/handle/tede/tede/4956 |
Resumo: | Narrating is part of the process of understanding trajectories. In this text, the trajectory is a curriculum and this is a trajectory! They are not static things, much less manufactured at random, they are alive, constantly modified and (re)produced. Therefore, the people who are part of them (re)create them on a daily basis. Thus, the main objective of this dissertation is to reflect on how the (re)production of curricula impacts the training and experience of LGBTIA+ teaching subjects, as it is believed that the role of curricula in life trajectories modifies the paths and paths they followed/ continue in their (self) formative processes. The theoretical/methodological support of this research is guided by the biographical narratives with Ferrarotti (2010), Josso (2010) and Souza (2007a, 2007b), in queerdecolonial studies for the analysis of experiences, through Louro (2001, 2014, 2018) , Lugones (2008, 2014) and Miskolci (2014, 2017), in addition to reflections on the constructions of genders and sexualities, supported by Bourdieu (2012) and Foucault (1979, 2021). The post-critical curricular discussions carried out are based on Apple (2006), Paraíso (2015, 2016), Sacristán (2013, 2017) and Silva (2020), regarding decolonial studies, on Quijano (2005, 2010) and Walsh ( 2005). The participating teachers are two teachers and a teacher from Imperatriz/MA, from the basic education network, contacted based on snowball sampling, based on Vinuto (2014), which enables communication with people from groups of difficult access through a network of indications between them. The narratives were generated from the Interview/conversation movement, a methodology used in dialogue with Ribeiro, Souza and Sampaio (2018), with the narrative analysis in Bolívar, Domingo and Fernández (2001) as a background scenario for understanding the narrations of the teachers LGBTIA+. Through the narrative journeys, the normatizing role that the curriculum tensioned/tensioned in the training of teachers was identified, in order to engender marks in their trajectories, which sometimes impact for transgression in their pedagogical practices, and sometimes provoke the reproduction of practices and standardizing hegemonic discourses, having as common sharing the desire and need to approach these themes in the classroom, due to the process of their own constitutions as LGBTIA+ subjects. |
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ZAPAROLI, Witembergue Gomeshttps://orcid.org/0000-0003-3452-2600SILVA, Paulo de Tássio Borges dahttps://orcid.org/0000-0001-7653-1404ZAPAROLI, Witembergue Gomeshttps://orcid.org/0000-0003-3452-2600SILVA, Paulo de Tássio Borges dahttps://orcid.org/0000-0001-7653-1404MOURA, Jónata Ferreira deSOUZA, Marcelo Valente deCÂNCIO, Raimundo Nonato de Páduahttps://orcid.org/0000-0002-0502-5122BRITO, John Jamerson da Silva2023-09-20T13:19:05Z2023-06-26BRITO, John Jamerson da Silva. Nossa presença incomoda!? A (re)produção dos currículos na formaçãoexperiência de sujeitosdocentes LGBTIA+. 2023. 192 f. Dissertação( Programa de Pós-graduação em Formação Docente em Práticas Educativas- PPGFOPRED) - Universidade Federal do Maranhão, Imperatriz, 2023.https://tedebc.ufma.br/jspui/handle/tede/tede/4956Narrating is part of the process of understanding trajectories. In this text, the trajectory is a curriculum and this is a trajectory! They are not static things, much less manufactured at random, they are alive, constantly modified and (re)produced. Therefore, the people who are part of them (re)create them on a daily basis. Thus, the main objective of this dissertation is to reflect on how the (re)production of curricula impacts the training and experience of LGBTIA+ teaching subjects, as it is believed that the role of curricula in life trajectories modifies the paths and paths they followed/ continue in their (self) formative processes. The theoretical/methodological support of this research is guided by the biographical narratives with Ferrarotti (2010), Josso (2010) and Souza (2007a, 2007b), in queerdecolonial studies for the analysis of experiences, through Louro (2001, 2014, 2018) , Lugones (2008, 2014) and Miskolci (2014, 2017), in addition to reflections on the constructions of genders and sexualities, supported by Bourdieu (2012) and Foucault (1979, 2021). The post-critical curricular discussions carried out are based on Apple (2006), Paraíso (2015, 2016), Sacristán (2013, 2017) and Silva (2020), regarding decolonial studies, on Quijano (2005, 2010) and Walsh ( 2005). The participating teachers are two teachers and a teacher from Imperatriz/MA, from the basic education network, contacted based on snowball sampling, based on Vinuto (2014), which enables communication with people from groups of difficult access through a network of indications between them. The narratives were generated from the Interview/conversation movement, a methodology used in dialogue with Ribeiro, Souza and Sampaio (2018), with the narrative analysis in Bolívar, Domingo and Fernández (2001) as a background scenario for understanding the narrations of the teachers LGBTIA+. Through the narrative journeys, the normatizing role that the curriculum tensioned/tensioned in the training of teachers was identified, in order to engender marks in their trajectories, which sometimes impact for transgression in their pedagogical practices, and sometimes provoke the reproduction of practices and standardizing hegemonic discourses, having as common sharing the desire and need to approach these themes in the classroom, due to the process of their own constitutions as LGBTIA+ subjects.Narrar faz parte do processo de compreensão de trajetórias. Nesse texto a trajetória é currículo e este é trajetória! Não são coisas estáticas e muito menos fabricadas ao acaso, são vivas, modificadas e (re)produzidas constantemente. Sendo assim, as pessoas que delas fazem parte as (re)criam cotidianamente. Dessa forma, a presente dissertação tem como objetivo central refletir como a (re)produção dos currículos impacta a formaçãoexperiência de sujeitosdocentes LGBTIA+, pois acredita-se que o papel dos currículos nas trajetórias de vida modificam os percursos e caminhos que eles/as seguiram/seguem em seus processos (auto)formativos. O sustentáculo teórico/metodológico dessa pesquisa guia-se nas narrativas biográficas com Ferrarotti (2010), Josso (2010) e Souza (2007a, 2007b), nos estudos queerdecolonial para análise das experiências, por meio de Louro (2001, 2014, 2018), Lugones (2008, 2014) e Miskolci (2014, 2017), além das reflexões sobre as construções de gêneros e sexualidades, amparadas em Bourdieu (2012) e Foucault (1979, 2021). As discussões curriculares pós-críticas realizadas baseiam-se em Apple (2006), Paraíso (2015, 2016), Sacristán (2013, 2017) e Silva (2020), quanto aos estudos decoloniais, em Quijano (2005, 2010) e Walsh (2005). Os/as docentes participantes são dois professores e uma professora de Imperatriz/MA, da rede básica de educação, contatados/as com base na amostragem bola de neve, pautada em Vinuto (2014), a qual possibilita a comunicação com pessoas de grupos de difícil acesso por meio de uma rede de indicações entre eles/as. As narrativas foram gestacionadas a partir do movimento da Entrevista/conversa, metodologia dialogada com Ribeiro, Souza e Sampaio (2018), tendo a análise narrativa em Bolívar, Domingo e Fernández (2001) como cenário de fundo para compreensão das narrações dos/as docentes LGBTIA+. Através das viagensnarrativas, identificou-se o papel normatizador que o currículo tensionou/tensiona na formação dos/as docentes, de forma a engendrar marcas em suas trajetórias, que ora impactam para transgressão em suas práticas pedagógicas, e ora provocam a reprodução de práticas e discursos hegemônicos padronizadores, tendo como partilha comum o desejo e a necessidade da abordagem dessas temáticas em sala de aula, por conta do processo de suas próprias constituições enquanto sujeitos/as LGBTIA+.Submitted by Maria Aparecida (cidazen@gmail.com) on 2023-09-20T13:19:05Z No. of bitstreams: 1 DISSERTACAO___JOHN_JAMERSON_DA_SILVA_BRITO___VERSAO_FINAL.pdf: 3013979 bytes, checksum: 921c344bf4fd9b0b4333a44a006642eb (MD5)Made available in DSpace on 2023-09-20T13:19:05Z (GMT). No. of bitstreams: 1 DISSERTACAO___JOHN_JAMERSON_DA_SILVA_BRITO___VERSAO_FINAL.pdf: 3013979 bytes, checksum: 921c344bf4fd9b0b4333a44a006642eb (MD5) Previous issue date: 2023-06-26application/pdfporUniversidade Federal do MaranhãoPROGRAMA DE PÓS-GRADUAÇÃO EM FORMAÇÃO DOCENTE EM PRÁTICAS EDUCATIVAS - PPGFOPREDUFMABrasilCOPE - COORDENAÇÃO DO CURSO DE PEDAGOGIA/CCIMCurrículos;Gêneros e sexualidades;Estudos Queerdecoloniais;Sujeitosdocentes LGBTIA+Resumes;Genders and sexualities;Queerdecolonial Studies;LGBTIA+ teaching subjectsAntropologia EducacionalNossa presença incomoda!? A (re)produção dos currículos na formaçãoexperiência de sujeitosdocentes LGBTIA+Our presence uncomfortable!? 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dc.title.por.fl_str_mv |
Nossa presença incomoda!? A (re)produção dos currículos na formaçãoexperiência de sujeitosdocentes LGBTIA+ |
dc.title.alternative.eng.fl_str_mv |
Our presence uncomfortable!? The (re)production of curricula in the training and experience of LGBTIA+ teaching subjects |
title |
Nossa presença incomoda!? A (re)produção dos currículos na formaçãoexperiência de sujeitosdocentes LGBTIA+ |
spellingShingle |
Nossa presença incomoda!? A (re)produção dos currículos na formaçãoexperiência de sujeitosdocentes LGBTIA+ BRITO, John Jamerson da Silva Currículos; Gêneros e sexualidades; Estudos Queerdecoloniais; Sujeitosdocentes LGBTIA+ Resumes; Genders and sexualities; Queerdecolonial Studies; LGBTIA+ teaching subjects Antropologia Educacional |
title_short |
Nossa presença incomoda!? A (re)produção dos currículos na formaçãoexperiência de sujeitosdocentes LGBTIA+ |
title_full |
Nossa presença incomoda!? A (re)produção dos currículos na formaçãoexperiência de sujeitosdocentes LGBTIA+ |
title_fullStr |
Nossa presença incomoda!? A (re)produção dos currículos na formaçãoexperiência de sujeitosdocentes LGBTIA+ |
title_full_unstemmed |
Nossa presença incomoda!? A (re)produção dos currículos na formaçãoexperiência de sujeitosdocentes LGBTIA+ |
title_sort |
Nossa presença incomoda!? A (re)produção dos currículos na formaçãoexperiência de sujeitosdocentes LGBTIA+ |
author |
BRITO, John Jamerson da Silva |
author_facet |
BRITO, John Jamerson da Silva |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
ZAPAROLI, Witembergue Gomes |
dc.contributor.advisor1Lattes.fl_str_mv |
https://orcid.org/0000-0003-3452-2600 |
dc.contributor.advisor-co1.fl_str_mv |
SILVA, Paulo de Tássio Borges da |
dc.contributor.advisor-co1Lattes.fl_str_mv |
https://orcid.org/0000-0001-7653-1404 |
dc.contributor.referee1.fl_str_mv |
ZAPAROLI, Witembergue Gomes |
dc.contributor.referee1Lattes.fl_str_mv |
https://orcid.org/0000-0003-3452-2600 |
dc.contributor.referee2.fl_str_mv |
SILVA, Paulo de Tássio Borges da |
dc.contributor.referee2Lattes.fl_str_mv |
https://orcid.org/0000-0001-7653-1404 |
dc.contributor.referee3.fl_str_mv |
MOURA, Jónata Ferreira de |
dc.contributor.referee4.fl_str_mv |
SOUZA, Marcelo Valente de |
dc.contributor.referee5.fl_str_mv |
CÂNCIO, Raimundo Nonato de Pádua |
dc.contributor.authorLattes.fl_str_mv |
https://orcid.org/0000-0002-0502-5122 |
dc.contributor.author.fl_str_mv |
BRITO, John Jamerson da Silva |
contributor_str_mv |
ZAPAROLI, Witembergue Gomes SILVA, Paulo de Tássio Borges da ZAPAROLI, Witembergue Gomes SILVA, Paulo de Tássio Borges da MOURA, Jónata Ferreira de SOUZA, Marcelo Valente de CÂNCIO, Raimundo Nonato de Pádua |
dc.subject.por.fl_str_mv |
Currículos; Gêneros e sexualidades; Estudos Queerdecoloniais; Sujeitosdocentes LGBTIA+ Resumes; |
topic |
Currículos; Gêneros e sexualidades; Estudos Queerdecoloniais; Sujeitosdocentes LGBTIA+ Resumes; Genders and sexualities; Queerdecolonial Studies; LGBTIA+ teaching subjects Antropologia Educacional |
dc.subject.eng.fl_str_mv |
Genders and sexualities; Queerdecolonial Studies; LGBTIA+ teaching subjects |
dc.subject.cnpq.fl_str_mv |
Antropologia Educacional |
description |
Narrating is part of the process of understanding trajectories. In this text, the trajectory is a curriculum and this is a trajectory! They are not static things, much less manufactured at random, they are alive, constantly modified and (re)produced. Therefore, the people who are part of them (re)create them on a daily basis. Thus, the main objective of this dissertation is to reflect on how the (re)production of curricula impacts the training and experience of LGBTIA+ teaching subjects, as it is believed that the role of curricula in life trajectories modifies the paths and paths they followed/ continue in their (self) formative processes. The theoretical/methodological support of this research is guided by the biographical narratives with Ferrarotti (2010), Josso (2010) and Souza (2007a, 2007b), in queerdecolonial studies for the analysis of experiences, through Louro (2001, 2014, 2018) , Lugones (2008, 2014) and Miskolci (2014, 2017), in addition to reflections on the constructions of genders and sexualities, supported by Bourdieu (2012) and Foucault (1979, 2021). The post-critical curricular discussions carried out are based on Apple (2006), Paraíso (2015, 2016), Sacristán (2013, 2017) and Silva (2020), regarding decolonial studies, on Quijano (2005, 2010) and Walsh ( 2005). The participating teachers are two teachers and a teacher from Imperatriz/MA, from the basic education network, contacted based on snowball sampling, based on Vinuto (2014), which enables communication with people from groups of difficult access through a network of indications between them. The narratives were generated from the Interview/conversation movement, a methodology used in dialogue with Ribeiro, Souza and Sampaio (2018), with the narrative analysis in Bolívar, Domingo and Fernández (2001) as a background scenario for understanding the narrations of the teachers LGBTIA+. Through the narrative journeys, the normatizing role that the curriculum tensioned/tensioned in the training of teachers was identified, in order to engender marks in their trajectories, which sometimes impact for transgression in their pedagogical practices, and sometimes provoke the reproduction of practices and standardizing hegemonic discourses, having as common sharing the desire and need to approach these themes in the classroom, due to the process of their own constitutions as LGBTIA+ subjects. |
publishDate |
2023 |
dc.date.accessioned.fl_str_mv |
2023-09-20T13:19:05Z |
dc.date.issued.fl_str_mv |
2023-06-26 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
BRITO, John Jamerson da Silva. Nossa presença incomoda!? A (re)produção dos currículos na formaçãoexperiência de sujeitosdocentes LGBTIA+. 2023. 192 f. Dissertação( Programa de Pós-graduação em Formação Docente em Práticas Educativas- PPGFOPRED) - Universidade Federal do Maranhão, Imperatriz, 2023. |
dc.identifier.uri.fl_str_mv |
https://tedebc.ufma.br/jspui/handle/tede/tede/4956 |
identifier_str_mv |
BRITO, John Jamerson da Silva. Nossa presença incomoda!? A (re)produção dos currículos na formaçãoexperiência de sujeitosdocentes LGBTIA+. 2023. 192 f. Dissertação( Programa de Pós-graduação em Formação Docente em Práticas Educativas- PPGFOPRED) - Universidade Federal do Maranhão, Imperatriz, 2023. |
url |
https://tedebc.ufma.br/jspui/handle/tede/tede/4956 |
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openAccess |
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dc.publisher.none.fl_str_mv |
Universidade Federal do Maranhão |
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PROGRAMA DE PÓS-GRADUAÇÃO EM FORMAÇÃO DOCENTE EM PRÁTICAS EDUCATIVAS - PPGFOPRED |
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UFMA |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
COPE - COORDENAÇÃO DO CURSO DE PEDAGOGIA/CCIM |
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Universidade Federal do Maranhão |
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MD5 MD5 |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações da UFMA - Universidade Federal do Maranhão (UFMA) |
repository.mail.fl_str_mv |
repositorio@ufma.br||repositorio@ufma.br |
_version_ |
1809926216928460800 |