Where's the fag that was here? Prejudice and discrimination excluded from the classroom

• Autor(a) principal: Correia, Mesaque Silva
• Data de Publicação: 2020
• Outros Autores: Carvalho, Joanna Hariel Almeida, Silva, Geovana Torres da, Silva, Italo Marcelo Pedro Amorim e
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Motrivivência (Florianópolis)
• Texto Completo: https://periodicos.ufsc.br/index.php/motrivivencia/article/view/2175-8042.2020e73577

The present article had the vocation to verify if the homosexuality theme is problematized in Physical Education classes, and what is the work developed by the Physical Education teacher in front of homo-affective students. For this, we appropriated the theoretical and methodological assumptions of qualitative research of the descriptive type. We used the semi-structured interview that was carried out with 10 (ten) Physical Education teachers who develop their teaching activities in state public schools in the city of Teresina - PI. The collected data were submitted to the classical content analysis proposed by Bardin (2011), with the purpose of synthesizing analysis categories. From the analysis of the statements of the interviewees, it was possible to extract four categories of analysis: The invisible homoaffective in Physical Education classes; Homo-affection as a discourse of refusal; The equality that mischaracterizes the homoaffective in the Physical Education classes and the Schools of many and the classes of some few. In schools, we find educators who say (and feel) committed to their professional practice, but are blind to their actions, especially when asked about the pedagogical didactic actions established in the classroom with homo-affective students. Therefore, it is concluded that there is no pedagogical treatment in Physical Education classes for body activities related to the issue of homoaffectiveness, even with all teachers verbalizing being aware of the presence of homoaffective in their classes. On the contrary, what was evident was a discourse of equality that mischaracterizes the homoaffective student during the classes.