Teachers’ protagonist role meanings in equal rights to lesbian, gays, bisexuals and transgender’s population (LGBT)

Detalhes bibliográficos
Autor(a) principal: Neves, André Luiz Machado das
Data de Publicação: 2017
Outros Autores: Silva, Iolete Ribeiro da
Tipo de documento: Artigo
Idioma: por
Título da fonte: INTERthesis
Texto Completo: https://periodicos.ufsc.br/index.php/interthesis/article/view/1807-1384.2017v14n2p93
Resumo: The present essay is based on a study that aimed to understand the meanings of a leading role in promoting equal rights for the LGBT population, based on speeches from teachers. A qualitative approach and socio-historical perspective was adopted. Six teachers attended State schools in Manaus, Amazonas, and individual semi-structured interviews were carried out. The data was analyzed according to a theoretical-methodological proposal of the signification core composition. Teachers attribute significances that there is a protagonist role in the promotion of equality for LGBT rights through classroom discussions on the subject. However, there is no critical and consistent evidence about sexuality based on a conception of history, politics, ethics and criticism of human sexuality and its manifestations, but rather a shy and only-biological discussion. It is considered that teachers with a background for diversity can be mediators on easing prejudice and equal rights, considering the "shy" openness for the discussion.
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spelling Teachers’ protagonist role meanings in equal rights to lesbian, gays, bisexuals and transgender’s population (LGBT)Significaciones del protagonismo de los/as profesores/as en la promoción de la igualdad de derechos para la población de lesbianas, gays, bisexuales y transexuales (LGBT)Significações do protagonismo dos/as professores/as na igualdade de direitos à população lésbicas, gays, bissexuais, travestis e transexuais (LGBT)The present essay is based on a study that aimed to understand the meanings of a leading role in promoting equal rights for the LGBT population, based on speeches from teachers. A qualitative approach and socio-historical perspective was adopted. Six teachers attended State schools in Manaus, Amazonas, and individual semi-structured interviews were carried out. The data was analyzed according to a theoretical-methodological proposal of the signification core composition. Teachers attribute significances that there is a protagonist role in the promotion of equality for LGBT rights through classroom discussions on the subject. However, there is no critical and consistent evidence about sexuality based on a conception of history, politics, ethics and criticism of human sexuality and its manifestations, but rather a shy and only-biological discussion. It is considered that teachers with a background for diversity can be mediators on easing prejudice and equal rights, considering the "shy" openness for the discussion.El presente artículo es basado en un estudio que pretende comprender las significaciones del protagonismo en la promoción de la igualdad de derechos para la población LGBT a partir de los discursos de los docentes. Se adoptó el enfoque cualitativo y la perspectiva socio-histórica. Participaron 06 profesores de la red pública provincial de educación de Manaus, Amazonas. Se realizaron entrevistas semi estructuradas individuales. Se analizaron los datos a partir de la propuesta teórica metodológica de la constitución de los Núcleos de Significado. Los/as profesores atribuyen significados de que hay protagonismo en la promoción de la Igualdad de derechos para LGBT a través de discusiones en clases sobre el tema. Sin embargo, hay evidencia de premisas críticas y coherentes con la sexualidad basada en una concepción histórica, política, ética y crítica de la sexualidad humana y sus manifestaciones, sino una discusión "tímida" y biologizante. Se considera que professores con formación para la diversidad, pueden ser mediadores en la amenización de prejuicios y la promoción de igualdad de derechos, mientras que el "tímido" abrir el debate.O presente artigo baseia-se em estudo que teve por objetivo compreender as significações de protagonismo na promoção de igualdade de direitos à população Lésbicas, Gays, Bissexuais, Travestis e Transexuais (LGBT) a partir dos discursos dos/as professores/as. Adotou-se a abordagem qualitativa e a perspectiva sócio-histórica. Participaram 06 professores/as da rede estadual de ensino de Manaus, Amazonas. Foram realizadas entrevistas semiestruturadas, individuais. Os dados foram analisados baseados na proposta teórico-metodológica da constituição dos Núcleos de Significação. Os/as professores/as atribuem significações de que há protagonismo na promoção de igualdade direitos à LGBT, por meio de discussões em sala de aula sobre a temática. No entanto, não há evidências de premissas críticas e consistentes sobre a sexualidade pautada numa concepção histórica, política, ética e crítica da sexualidade humana e suas manifestações, mas sim uma discussão “tímida” e biologizante. Considera-se que, os/as professores/as com formação para a diversidade, podem ser mediadores na amenização de preconceito e na promoção de igualdade de direitos, considerando a “tímida” abertura da discussão.Universidade Federal de Santa Catarina2017-05-18info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionPesquisa Empírica de Campoapplication/pdfhttps://periodicos.ufsc.br/index.php/interthesis/article/view/1807-1384.2017v14n2p9310.5007/1807-1384.2017v14n2p93Interdisciplinary International Journal - INTERthesis; Vol. 14 No. 2 (2017); 93-112Revista Internacional Interdisciplinaria INTERthesis; Vol. 14 Núm. 2 (2017); 93-112Revista Internacional Interdisciplinar INTERthesis; v. 14 n. 2 (2017); 93-1121807-1384reponame:INTERthesisinstname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/interthesis/article/view/1807-1384.2017v14n2p93/34032Copyright (c) 2017 Revista Internacional Interdisciplinar INTERthesisinfo:eu-repo/semantics/openAccessNeves, André Luiz Machado dasSilva, Iolete Ribeiro da2024-03-15T08:38:36Zoai:periodicos.ufsc.br:article/43831Revistahttp://www.periodicos.ufsc.br/index.php/interthesis/indexPUBhttps://periodicos.ufsc.br/index.php/interthesis/oaiinterthesis@gmail.com||interthesis@cfh.ufsc.br||cimbalista@uol.com.br1807-13841807-1384opendoar:2024-03-15T08:38:36INTERthesis - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv Teachers’ protagonist role meanings in equal rights to lesbian, gays, bisexuals and transgender’s population (LGBT)
Significaciones del protagonismo de los/as profesores/as en la promoción de la igualdad de derechos para la población de lesbianas, gays, bisexuales y transexuales (LGBT)
Significações do protagonismo dos/as professores/as na igualdade de direitos à população lésbicas, gays, bissexuais, travestis e transexuais (LGBT)
title Teachers’ protagonist role meanings in equal rights to lesbian, gays, bisexuals and transgender’s population (LGBT)
spellingShingle Teachers’ protagonist role meanings in equal rights to lesbian, gays, bisexuals and transgender’s population (LGBT)
Neves, André Luiz Machado das
title_short Teachers’ protagonist role meanings in equal rights to lesbian, gays, bisexuals and transgender’s population (LGBT)
title_full Teachers’ protagonist role meanings in equal rights to lesbian, gays, bisexuals and transgender’s population (LGBT)
title_fullStr Teachers’ protagonist role meanings in equal rights to lesbian, gays, bisexuals and transgender’s population (LGBT)
title_full_unstemmed Teachers’ protagonist role meanings in equal rights to lesbian, gays, bisexuals and transgender’s population (LGBT)
title_sort Teachers’ protagonist role meanings in equal rights to lesbian, gays, bisexuals and transgender’s population (LGBT)
author Neves, André Luiz Machado das
author_facet Neves, André Luiz Machado das
Silva, Iolete Ribeiro da
author_role author
author2 Silva, Iolete Ribeiro da
author2_role author
dc.contributor.author.fl_str_mv Neves, André Luiz Machado das
Silva, Iolete Ribeiro da
description The present essay is based on a study that aimed to understand the meanings of a leading role in promoting equal rights for the LGBT population, based on speeches from teachers. A qualitative approach and socio-historical perspective was adopted. Six teachers attended State schools in Manaus, Amazonas, and individual semi-structured interviews were carried out. The data was analyzed according to a theoretical-methodological proposal of the signification core composition. Teachers attribute significances that there is a protagonist role in the promotion of equality for LGBT rights through classroom discussions on the subject. However, there is no critical and consistent evidence about sexuality based on a conception of history, politics, ethics and criticism of human sexuality and its manifestations, but rather a shy and only-biological discussion. It is considered that teachers with a background for diversity can be mediators on easing prejudice and equal rights, considering the "shy" openness for the discussion.
publishDate 2017
dc.date.none.fl_str_mv 2017-05-18
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dc.identifier.uri.fl_str_mv https://periodicos.ufsc.br/index.php/interthesis/article/view/1807-1384.2017v14n2p93
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url https://periodicos.ufsc.br/index.php/interthesis/article/view/1807-1384.2017v14n2p93
identifier_str_mv 10.5007/1807-1384.2017v14n2p93
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dc.relation.none.fl_str_mv https://periodicos.ufsc.br/index.php/interthesis/article/view/1807-1384.2017v14n2p93/34032
dc.rights.driver.fl_str_mv Copyright (c) 2017 Revista Internacional Interdisciplinar INTERthesis
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Revista Internacional Interdisciplinar INTERthesis
eu_rights_str_mv openAccess
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dc.publisher.none.fl_str_mv Universidade Federal de Santa Catarina
publisher.none.fl_str_mv Universidade Federal de Santa Catarina
dc.source.none.fl_str_mv Interdisciplinary International Journal - INTERthesis; Vol. 14 No. 2 (2017); 93-112
Revista Internacional Interdisciplinaria INTERthesis; Vol. 14 Núm. 2 (2017); 93-112
Revista Internacional Interdisciplinar INTERthesis; v. 14 n. 2 (2017); 93-112
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