A homofobia no contexto escolar : uma análise da literatura a partir da psicologia histórico-cultural

• Autor(a) principal: Camargo, Ana Flávia Bezerra Toledo
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMT
• Texto Completo: http://ri.ufmt.br/handle/1/2763
• topic: Psicologia histórico-cultural; Educação escolar; Gênero; Sexualidade; Homofobia; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA; Cultural-historical psychology; School education; Gender; Sexuality; Homophobia

This is a theoretical-bibliographic research, which aims to understand homophobia in the school context, based on the theoretical-methodological presuppositions of cultural-historical psychology. Thus, in first chapter the nexus between school education and homophobia are presented from the cultural-historical psychology, in order to understand that school education is a product from a class society, thereby, it is a context that is expressed as an institution that reproduces patriarchal values. In the second chapter, a compilation of data published in the last ten years (2009-2018) is performed based on the existing literature of this dissertations theme. The search for papers on the respective topic was carried out on Scielo Electronic Journals portals; Pepsic and CAPES’ thesis and dissertations portal. The search in electronic journals was related to three areas of knowledge, specifically: Social Sciences, Education and Psychology. To carry out the prospect in these two online journal, the technique of manual search was used. In CAPES portal, the search took place using "homophobia and school context" and "homophobia and school" as descriptors. After the survey, the materials were read and analyzed according as cultural-historical psychology, with their contents presented in thematic axes. As a result, we show that the school context is established as a complex universe of multiple social relations, in which educational institutions take two purposes: reproducing and distributing knowledge from a fragmented and decontextualized educational process, which, in essence, contributes to maintenance and reproduction interests of a ruling class, whose order conceals capitalist mode of production's contradictions and its reverberations in everyday relations between individuals. On the other hand, schools can also constitute potentially creative, emancipatory spaces that produce counter-hegemonic knowledge and non-alienated and more supportive ways of life, with a view to coping and overcoming homophobia. It is concluded that an education of this nature can only be consolidated in a society in which equality and freedom are principles of full human emancipation, nevertheless, it is not about the formal and abstract equality and freedom guaranteed by capitalism but materialized in concrete relations between individuals.