Nossa presença incomoda!? A (re)produção dos currículos na formaçãoexperiência de sujeitosdocentes LGBTIA+

Detalhes bibliográficos
Autor(a) principal: BRITO, John Jamerson da Silva
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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spelling 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
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dc.type.driver.fl_str_mv info:eu-repo/semantics/masterThesis
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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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dc.publisher.program.fl_str_mv PROGRAMA DE PÓS-GRADUAÇÃO EM FORMAÇÃO DOCENTE EM PRÁTICAS EDUCATIVAS - PPGFOPRED
dc.publisher.initials.fl_str_mv UFMA
dc.publisher.country.fl_str_mv Brasil
dc.publisher.department.fl_str_mv COPE - COORDENAÇÃO DO CURSO DE PEDAGOGIA/CCIM
publisher.none.fl_str_mv Universidade Federal do Maranhão
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