Pedagogical practices of trans teacher: gender and sexuality as a politicalidentitary approach in everyday school life
Autor(a) principal: | |
---|---|
Data de Publicação: | 2016 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Educação e Políticas em Debate |
Texto Completo: | https://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/34553 |
Resumo: | This article aims to contextualize the positioning of trans teachers in their teaching practices to identify the school as a place of right and belonging of those who cross, transit and/or remain in the boundaries of gender and sexuality. We characterize this positioning as an evidence of manifestations of a political-identitary approach in everyday school life. We verified in these manifestations the triggering of subversion processes and disturbance of values, norms and beliefs. In fact, forms of resistance, intentional or not, that triggered possibilities of structuring new forms of teaching and learning in relation to the discussion of gender and sexuality. |
id |
UFU-4_238ce51b446203a736d6e8c755ed4ac7 |
---|---|
oai_identifier_str |
oai:ojs.www.seer.ufu.br:article/34553 |
network_acronym_str |
UFU-4 |
network_name_str |
Revista Educação e Políticas em Debate |
repository_id_str |
|
spelling |
Pedagogical practices of trans teacher: gender and sexuality as a politicalidentitary approach in everyday school lifeLes pratiques pédagogiques de l'enseignant trans: le sexe et la sexualité comme une approche politique-identité dans la vie quotidienne de l'écolePRÁTICAS PEDAGOGICAS DE PROFESSORA TRANS: GENERO E SEXUALIDADES COMO ABORDAGEM POLÍTICO-IDENTITÃRIA NO COTIDIANO ESCOLARProfessoras transEducaçãoHomofobiaTransfobiaTeoriaqueerTrans teachersEducationHomophobiaTransphobiaQueer theoryEnseignants transÉducationL'homophobieTransphobieLa théorie queerThis article aims to contextualize the positioning of trans teachers in their teaching practices to identify the school as a place of right and belonging of those who cross, transit and/or remain in the boundaries of gender and sexuality. We characterize this positioning as an evidence of manifestations of a political-identitary approach in everyday school life. We verified in these manifestations the triggering of subversion processes and disturbance of values, norms and beliefs. In fact, forms of resistance, intentional or not, that triggered possibilities of structuring new forms of teaching and learning in relation to the discussion of gender and sexuality. Cet article vise à contextualiser le positionnement des enseignants trans dansleurspratiquesd' enseignement pour identifier l'écolecomme un lieu de droit et d'appartenance de ceux qui de traversent, transitent et/ou de restentdans les limites du genre et de la sexualité. Nous caractérisonscette position commeunepreuve de manifestations d'uneapprochepolitique-identitairedans la vie quotidienne de l'école. Nous avonsvérifiédansces manifestations le déclenchement du processus de subversion et la perturbation des valeurs, des normes et des croyances. En fait, des formes de résistance, intentionnelleou non, qui ontdéclenchépossibilités de structuration de nouvellesformesd'enseignementetd'apprentissa ge par rapport à la discussion sur le genre et la sexualité. Este artigo tem como propósito contextualizar o posicionamento de professoras transem suas práticas pedagógicas, no sentido de identificar a escola como local de direito e de pertencimento daqueles/ as que ultrapassam, transitam e/ou permanecem nas fronteiras do gênero e das sexualidades. Caracterizamos tal posicionamento como indícios de manifestações de uma abordagem político-identitária no cotidiano escolar. Verificamos, nessas manifestações, o desencadeamento de processos de subversão e de abalo de valores, normas e crenças. Na verdade, formas de resistências, intencionais ou não, que desencadearam possibilidades de estruturação de novas formas de ensino e aprendizagem no que se refere à discussão sobre gênero e sexualidades. Universidade Federal de Uberlândia2016-05-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/3455310.14393/REPOD-v4n2a2015-34553Revista Educação e Políticas em Debate; Vol. 4 No. 2 (2015)Revista Educação e Políticas em Debate; Vol. 4 Núm. 2 (2015)Revista Educação e Políticas em Debate; Vol. 4 No. 2 (2015)Revista Educação e Políticas em Debate; v. 4 n. 2 (2015)2238-8346reponame:Revista Educação e Políticas em Debateinstname:Universidade Federal de Uberlândia (UFU)instacron:UFUporhttps://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/34553/18310Copyright (c) 2016 Revista Educação e Políticas em Debatehttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessFranco, NeilCicillini, Graça Aparecida2022-12-06T18:38:36Zoai:ojs.www.seer.ufu.br:article/34553Revistahttps://seer.ufu.br/index.php/revistaeducaopoliticasPUBhttps://seer.ufu.br/index.php/revistaeducaopoliticas/oairevistaedupoliticas@faced.ufu.br||mvs@ufu.br|| mvieirufu@gmail.com10.143932238-83462238-8346opendoar:2022-12-06T18:38:36Revista Educação e Políticas em Debate - Universidade Federal de Uberlândia (UFU)false |
dc.title.none.fl_str_mv |
Pedagogical practices of trans teacher: gender and sexuality as a politicalidentitary approach in everyday school life Les pratiques pédagogiques de l'enseignant trans: le sexe et la sexualité comme une approche politique-identité dans la vie quotidienne de l'école PRÁTICAS PEDAGOGICAS DE PROFESSORA TRANS: GENERO E SEXUALIDADES COMO ABORDAGEM POLÍTICO-IDENTITÃRIA NO COTIDIANO ESCOLAR |
title |
Pedagogical practices of trans teacher: gender and sexuality as a politicalidentitary approach in everyday school life |
spellingShingle |
Pedagogical practices of trans teacher: gender and sexuality as a politicalidentitary approach in everyday school life Franco, Neil Professoras trans Educação Homofobia Transfobia Teoriaqueer Trans teachers Education Homophobia Transphobia Queer theory Enseignants trans Éducation L'homophobie Transphobie La théorie queer |
title_short |
Pedagogical practices of trans teacher: gender and sexuality as a politicalidentitary approach in everyday school life |
title_full |
Pedagogical practices of trans teacher: gender and sexuality as a politicalidentitary approach in everyday school life |
title_fullStr |
Pedagogical practices of trans teacher: gender and sexuality as a politicalidentitary approach in everyday school life |
title_full_unstemmed |
Pedagogical practices of trans teacher: gender and sexuality as a politicalidentitary approach in everyday school life |
title_sort |
Pedagogical practices of trans teacher: gender and sexuality as a politicalidentitary approach in everyday school life |
author |
Franco, Neil |
author_facet |
Franco, Neil Cicillini, Graça Aparecida |
author_role |
author |
author2 |
Cicillini, Graça Aparecida |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Franco, Neil Cicillini, Graça Aparecida |
dc.subject.por.fl_str_mv |
Professoras trans Educação Homofobia Transfobia Teoriaqueer Trans teachers Education Homophobia Transphobia Queer theory Enseignants trans Éducation L'homophobie Transphobie La théorie queer |
topic |
Professoras trans Educação Homofobia Transfobia Teoriaqueer Trans teachers Education Homophobia Transphobia Queer theory Enseignants trans Éducation L'homophobie Transphobie La théorie queer |
description |
This article aims to contextualize the positioning of trans teachers in their teaching practices to identify the school as a place of right and belonging of those who cross, transit and/or remain in the boundaries of gender and sexuality. We characterize this positioning as an evidence of manifestations of a political-identitary approach in everyday school life. We verified in these manifestations the triggering of subversion processes and disturbance of values, norms and beliefs. In fact, forms of resistance, intentional or not, that triggered possibilities of structuring new forms of teaching and learning in relation to the discussion of gender and sexuality. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-05-30 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/34553 10.14393/REPOD-v4n2a2015-34553 |
url |
https://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/34553 |
identifier_str_mv |
10.14393/REPOD-v4n2a2015-34553 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/34553/18310 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2016 Revista Educação e Políticas em Debate https://creativecommons.org/licenses/by-nc-nd/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2016 Revista Educação e Políticas em Debate https://creativecommons.org/licenses/by-nc-nd/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Uberlândia |
publisher.none.fl_str_mv |
Universidade Federal de Uberlândia |
dc.source.none.fl_str_mv |
Revista Educação e Políticas em Debate; Vol. 4 No. 2 (2015) Revista Educação e Políticas em Debate; Vol. 4 Núm. 2 (2015) Revista Educação e Políticas em Debate; Vol. 4 No. 2 (2015) Revista Educação e Políticas em Debate; v. 4 n. 2 (2015) 2238-8346 reponame:Revista Educação e Políticas em Debate instname:Universidade Federal de Uberlândia (UFU) instacron:UFU |
instname_str |
Universidade Federal de Uberlândia (UFU) |
instacron_str |
UFU |
institution |
UFU |
reponame_str |
Revista Educação e Políticas em Debate |
collection |
Revista Educação e Políticas em Debate |
repository.name.fl_str_mv |
Revista Educação e Políticas em Debate - Universidade Federal de Uberlândia (UFU) |
repository.mail.fl_str_mv |
revistaedupoliticas@faced.ufu.br||mvs@ufu.br|| mvieirufu@gmail.com |
_version_ |
1799943958104637440 |