Sobre corpos que “não podem” aparecer : memórias de escola nas narrativas de pessoas travestis
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMT |
Texto Completo: | http://ri.ufmt.br/handle/1/3597 |
Resumo: | To promote debates and discussions led to problematize the right to difference and the respect for diversity in a world in search of homogenization and universalization of parameters and values. It is an urgent and necessary issue reflects on. In these terms, think about school is make evidence which it has often been a place of (re)production of inequalities adjusted intensely in sexist, homophobic, masculine, racist and essentialist discourses dealing with human sexuality only through dualist perspective between masculine and feminine. In this backdrop is relevant to think about certain important points that have crossed school, such as gender and sexuality issues. These ones wonder how bodies are been perceived in that place and what practices based on these perceptions are been built day after day through the maintenance and legitimization of rules which has aimed to define control and to discipline bodies and or through respect to subjective differences that in search of problematize these rules. The current research is bounded to Programa de Pós-Graduação em Educação (PPGEdu/CUR/UFMT) na linha de pesquisa “Linguagens, Cultura e Construção do Conhecimento: Perspectiva histórica e contemporânea” e pertencente ao grupo de pesquisa “Infância, Juventude e Cultura Contemporânea” (GEIJC). The main purpose of this study is to understand from Transvestites’ memories, how they have attributed meanings and new meanings to their experiences felt and lived inside school. These experiences refer to body, gender and sexuality issues, in temporal and spatial aspects of school. It is as a way to problematize, in the current days, some institutional discourses of this place and to check other senses to subjective changes experienced in Travesties bodies. The authors and theoretical references are about gender and post/feminist studies. The research in question is from qualitative approach and it had as methodological strategy some interviews with five Transvestites. They were recorded in digital voice recorder and registered in fieldwork notebook. This study was conducted by a queer perspective; it is anchored in dialogism and otherness Mikhail Bakthin’s concepts as well. Therefore these analyses focus on narratives experienced by Transvestites in the school. They bring institutional discourses on their infant bodies as well as different segregation and normalization mechanisms who they were submitted by Education Physical classes, by school daily activities or still when they have used toilets. In a deep analyze the school presents itself like a social space full tensions and contradictions, therefore it is crossed by discourses which bring imprisoned morality, on the other hand, there are some people are crying against this gag. These voices need echo in the school and inside of the curricula as well. |
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Sobre corpos que “não podem” aparecer : memórias de escola nas narrativas de pessoas travestisTravestilidadeMemóriasInfânciaEscolaCNPQ::CIENCIAS HUMANAS::EDUCACAOTravesty identitiesMemoriesChildhoodSchoolTo promote debates and discussions led to problematize the right to difference and the respect for diversity in a world in search of homogenization and universalization of parameters and values. It is an urgent and necessary issue reflects on. In these terms, think about school is make evidence which it has often been a place of (re)production of inequalities adjusted intensely in sexist, homophobic, masculine, racist and essentialist discourses dealing with human sexuality only through dualist perspective between masculine and feminine. In this backdrop is relevant to think about certain important points that have crossed school, such as gender and sexuality issues. These ones wonder how bodies are been perceived in that place and what practices based on these perceptions are been built day after day through the maintenance and legitimization of rules which has aimed to define control and to discipline bodies and or through respect to subjective differences that in search of problematize these rules. The current research is bounded to Programa de Pós-Graduação em Educação (PPGEdu/CUR/UFMT) na linha de pesquisa “Linguagens, Cultura e Construção do Conhecimento: Perspectiva histórica e contemporânea” e pertencente ao grupo de pesquisa “Infância, Juventude e Cultura Contemporânea” (GEIJC). The main purpose of this study is to understand from Transvestites’ memories, how they have attributed meanings and new meanings to their experiences felt and lived inside school. These experiences refer to body, gender and sexuality issues, in temporal and spatial aspects of school. It is as a way to problematize, in the current days, some institutional discourses of this place and to check other senses to subjective changes experienced in Travesties bodies. The authors and theoretical references are about gender and post/feminist studies. The research in question is from qualitative approach and it had as methodological strategy some interviews with five Transvestites. They were recorded in digital voice recorder and registered in fieldwork notebook. This study was conducted by a queer perspective; it is anchored in dialogism and otherness Mikhail Bakthin’s concepts as well. Therefore these analyses focus on narratives experienced by Transvestites in the school. They bring institutional discourses on their infant bodies as well as different segregation and normalization mechanisms who they were submitted by Education Physical classes, by school daily activities or still when they have used toilets. In a deep analyze the school presents itself like a social space full tensions and contradictions, therefore it is crossed by discourses which bring imprisoned morality, on the other hand, there are some people are crying against this gag. These voices need echo in the school and inside of the curricula as well.Promover debates e discussões que propendem a problematizar o direito à diferença e o respeito às diversidades em um mundo que aspira homogeneizar e universalizar parâmetros e valore é algo urgente e necessário. Pensar a escola, nesses termos, é evidenciar que, por vezes, esta se constitui em um espaço de (re)produção de desigualdades intensamente ajustadas em discursos sexistas, homofóbicos, machistas, racistas e essencialistas, que versam a sexualidade humana apenas sob o prisma da dicotomia masculino e feminino. Nesse cenário, é relevante pensar alguns pontos importantes que perpassam a escola, como as questões de gênero e sexualidade, que interrogam como os corpos, nesse espaço, estão sendo percebidos e que práticas, com base nessas percepções, têm sido materializadas em seu cotidiano por meio da manutenção e legitimação de normativas, que visam controlar e disciplinar os corpos, e/ ou por meio do respeito às diferenças subjetivas que buscam problematizar essas normativas. A presente pesquisa, vinculada ao Programa de Pós-Graduação em Educação (PPGEdu/CUR/UFMT) na linha de pesquisa “Linguagens, Cultura e Construção do Conhecimento: Perspectiva histórica e contemporânea” e pertencente ao grupo de pesquisa “Infância, Juventude e Cultura Contemporânea” (GEIJC), tem como principal objetivo compreender, a partir das memórias de travestis, como elas significam e ressignificam as experiências vividas na escola, que remetem ao corpo, às relações de gênero e à sexualidade, no tempo e espaço da escola, como forma de problematizar, no presente, os discursos institucionais desse espaço e conferir outros sentidos às alterações subjetivas vivenciadas em seus corpos. Tem-se como referenciais teóricos autores dos estudos de gênero e pósfeministas. A pesquisa em questão é de abordagem qualitativa e teve como estratégia metodológica a realização de entrevistas com cinco travestis, registradas em gravador de voz digital e em caderno de campo. A investigação foi conduzida por uma perspectiva queer e ancora-se nos conceitos de dialogismo e de alteridade, tal como abordados por Mikhail Bakhtin. Para tanto, as análises centram-se nas narrativas referentes às experiências vividas pelas travestis na escola, que trazem os discursos institucionais sobre os seus corpos infantis, bem como os distintos mecanismos de segregação e normatização aos quais estes foram submetidos, quer seja nas aulas de educação física, nas atividades do cotidiano escolar ou mesmo no uso do banheiro. Numa análise aprofundada, a escola apresenta-se como espaço social de tensões e contradições e, portanto, atravessada por discursos que, se, por um lado, trazem uma moralidade aprisionadora, por outro, há também aqueles que gritam contra essa mordaça. São essas vozes que precisam ecoar na escola e no interior dos currículos.Universidade Federal de Mato GrossoBrasilInstituto de Ciências Humanas e Sociais (ICHS) – RondonópolisUFMT CUR - RondonopólisPrograma de Pós-Graduação em Educação - RondonópolisSalgado, Raquel Gonçalveshttp://lattes.cnpq.br/1165554868380123Salgado, Raquel Gonçalves001.646.567-90http://lattes.cnpq.br/1165554868380123Souza, Leonardo Lemos de251.395.478-56http://lattes.cnpq.br/6444203522447403001.646.567-90Duque, Tiago259.355.908-08http://lattes.cnpq.br/5923842290182625Alexandre, Bruno do Prado2022-11-17T14:24:10Z2017-05-102022-11-17T14:24:10Z2017-04-11info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisALEXANDRE, Bruno do Prado. Sobre corpos que “não podem” aparecer: memórias de escola nas narrativas de pessoas travestis. 2017. 146 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2017.http://ri.ufmt.br/handle/1/3597porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2022-11-19T06:03:50Zoai:localhost:1/3597Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2022-11-19T06:03:50Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
Sobre corpos que “não podem” aparecer : memórias de escola nas narrativas de pessoas travestis |
title |
Sobre corpos que “não podem” aparecer : memórias de escola nas narrativas de pessoas travestis |
spellingShingle |
Sobre corpos que “não podem” aparecer : memórias de escola nas narrativas de pessoas travestis Alexandre, Bruno do Prado Travestilidade Memórias Infância Escola CNPQ::CIENCIAS HUMANAS::EDUCACAO Travesty identities Memories Childhood School |
title_short |
Sobre corpos que “não podem” aparecer : memórias de escola nas narrativas de pessoas travestis |
title_full |
Sobre corpos que “não podem” aparecer : memórias de escola nas narrativas de pessoas travestis |
title_fullStr |
Sobre corpos que “não podem” aparecer : memórias de escola nas narrativas de pessoas travestis |
title_full_unstemmed |
Sobre corpos que “não podem” aparecer : memórias de escola nas narrativas de pessoas travestis |
title_sort |
Sobre corpos que “não podem” aparecer : memórias de escola nas narrativas de pessoas travestis |
author |
Alexandre, Bruno do Prado |
author_facet |
Alexandre, Bruno do Prado |
author_role |
author |
dc.contributor.none.fl_str_mv |
Salgado, Raquel Gonçalves http://lattes.cnpq.br/1165554868380123 Salgado, Raquel Gonçalves 001.646.567-90 http://lattes.cnpq.br/1165554868380123 Souza, Leonardo Lemos de 251.395.478-56 http://lattes.cnpq.br/6444203522447403 001.646.567-90 Duque, Tiago 259.355.908-08 http://lattes.cnpq.br/5923842290182625 |
dc.contributor.author.fl_str_mv |
Alexandre, Bruno do Prado |
dc.subject.por.fl_str_mv |
Travestilidade Memórias Infância Escola CNPQ::CIENCIAS HUMANAS::EDUCACAO Travesty identities Memories Childhood School |
topic |
Travestilidade Memórias Infância Escola CNPQ::CIENCIAS HUMANAS::EDUCACAO Travesty identities Memories Childhood School |
description |
To promote debates and discussions led to problematize the right to difference and the respect for diversity in a world in search of homogenization and universalization of parameters and values. It is an urgent and necessary issue reflects on. In these terms, think about school is make evidence which it has often been a place of (re)production of inequalities adjusted intensely in sexist, homophobic, masculine, racist and essentialist discourses dealing with human sexuality only through dualist perspective between masculine and feminine. In this backdrop is relevant to think about certain important points that have crossed school, such as gender and sexuality issues. These ones wonder how bodies are been perceived in that place and what practices based on these perceptions are been built day after day through the maintenance and legitimization of rules which has aimed to define control and to discipline bodies and or through respect to subjective differences that in search of problematize these rules. The current research is bounded to Programa de Pós-Graduação em Educação (PPGEdu/CUR/UFMT) na linha de pesquisa “Linguagens, Cultura e Construção do Conhecimento: Perspectiva histórica e contemporânea” e pertencente ao grupo de pesquisa “Infância, Juventude e Cultura Contemporânea” (GEIJC). The main purpose of this study is to understand from Transvestites’ memories, how they have attributed meanings and new meanings to their experiences felt and lived inside school. These experiences refer to body, gender and sexuality issues, in temporal and spatial aspects of school. It is as a way to problematize, in the current days, some institutional discourses of this place and to check other senses to subjective changes experienced in Travesties bodies. The authors and theoretical references are about gender and post/feminist studies. The research in question is from qualitative approach and it had as methodological strategy some interviews with five Transvestites. They were recorded in digital voice recorder and registered in fieldwork notebook. This study was conducted by a queer perspective; it is anchored in dialogism and otherness Mikhail Bakthin’s concepts as well. Therefore these analyses focus on narratives experienced by Transvestites in the school. They bring institutional discourses on their infant bodies as well as different segregation and normalization mechanisms who they were submitted by Education Physical classes, by school daily activities or still when they have used toilets. In a deep analyze the school presents itself like a social space full tensions and contradictions, therefore it is crossed by discourses which bring imprisoned morality, on the other hand, there are some people are crying against this gag. These voices need echo in the school and inside of the curricula as well. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-05-10 2017-04-11 2022-11-17T14:24:10Z 2022-11-17T14:24:10Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
ALEXANDRE, Bruno do Prado. Sobre corpos que “não podem” aparecer: memórias de escola nas narrativas de pessoas travestis. 2017. 146 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2017. http://ri.ufmt.br/handle/1/3597 |
identifier_str_mv |
ALEXANDRE, Bruno do Prado. Sobre corpos que “não podem” aparecer: memórias de escola nas narrativas de pessoas travestis. 2017. 146 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2017. |
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http://ri.ufmt.br/handle/1/3597 |
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por |
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info:eu-repo/semantics/openAccess |
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openAccess |
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Universidade Federal de Mato Grosso Brasil Instituto de Ciências Humanas e Sociais (ICHS) – Rondonópolis UFMT CUR - Rondonopólis Programa de Pós-Graduação em Educação - Rondonópolis |
publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Instituto de Ciências Humanas e Sociais (ICHS) – Rondonópolis UFMT CUR - Rondonopólis Programa de Pós-Graduação em Educação - Rondonópolis |
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Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT) |
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jordanbiblio@gmail.com |
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