Masculinidades bicha: trajetórias escolares das bichas no ensino médio

• Autor(a) principal: Marques Júnior, Kléber Neves
• Data de Publicação: 2022
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
• Texto Completo: https://repositorio.ufpb.br/jspui/handle/123456789/24216
• topic: Masculinidades; Educação escolar; Ensino médio; Gênero; Sexualidade; Estudos culturais; Masculinities; School education; High school; Gender; Sexuality; Cultural studies; CNPQ::CIENCIAS HUMANAS::EDUCACAO

The ways of living beyond the hegemonic masculinity benchmark – considering its direct relation with the assumptions of heteronormativity in their symbolic, practical and theoretical tools – may reverberate, rearticulate and displace the trajectories of “fags” in school through their culture. Therefore, the main purpose of this study is to understand and analyze how the experiences of masculinities are conceived in the school trajectories of “faggots” High School students. In order to outline what is intended, the general objective unfolds into the following specific objectives: identify how faggots are constituted amidst the heteronormativity of High School relationships; analyze which notions, knowledge, attitudes, and practices constitute their subaltern experiences during High School; and analyze the significances attributed to their school trajectories in High School. The research is situated in the field of Masculinity Studies in its interfaces with Gender Studies and Cultural Studies. Seen in these terms, this study is divided into three thematic axes: masculinities – Raewyn Connell (1995; 2003; 2013; 2016), Elisabeth Badinter (1993); youth, gender and sexuality – Juarez Dayrell (2003), Joel Birman (2009), Guacira Lopes Louro (1997; 2000; 2001; 2002; 2020); and school culture and culture from school – Dominique Julia (2001), Jean Claude Forquin (1993), among others. Based on this proposal, this study aims at qualitative research by means of a case study, to be carried out in a public school in the city of João Pessoa, state of Paraíba, Brazil, with three students who identify themselves as faggots and are attending High School. The semi-structured interview was used as the tool for data collection. The information produced was systematized through the Signification Nuclei. Thus, I have understood that the social production of “faggots” finds a school culture already consolidated in its meanings as well as logics structured in heteronormativity. This, in turn, cause the meanings conceived for “faggots” to keep the seal of the cultural codes of hegemony about being a man, having the High School as a frontier place for the decoding of cultural vectors in gender and sexualities in the lives of “faggots”.