Experiências de alunas e alunos LGBTQs e identidade de gênero na escola
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFU |
Texto Completo: | https://repositorio.ufu.br/handle/123456789/21830 http://dx.doi.org/10.14393/ufu.di.2018.88 |
Resumo: | This master’s thesis had as its objective to gather and analyze narratives of LGBTQ students or former students in elementary school and high school. I tried to answer the following research question: How do LGBTQ students live their experiences in the school spaces? The theoretical and methodological path of this research was the Narrative Inquiry according to Clandinin and Connelly (2000, 2011, 2015) because I understand that we can comprehend the lived experiences better by narrating them. Clandinin and Connelly (2000, 2011, 2015) use the concept of experience by Dewey (1938, 1979). The theoretical basis for this research was the queer theory, according to the authors Butler (2003), Louro (2001, 2014), Miskolci (2012) and Spargo (1999), and the theory of gender identity, according to the authors Jesus, Carbonieri e Nigro (2017), Moita Lopes (2009), Bento (2015) and Benfatti (2013). The four research participants were me, I identify myself as a gay man, Glendha, who identifies herself as a transgender woman, Valentina who identifies herself as a lesbian woman, and Ariel, who identifies himself as a gay man. During the research, we had five meetings face to face and several other moments over WhatsApp in which we, as research participants, shared our stories lived in school. I analyzed our stories through the perspective of meaning composition, according to Ely, Vinz, Downing e Anzul (2005), writing dialogues in the form of seven theater scenes that touched seven different themes noticed on the participants’ stories. The themes of the scenes were: LGBTQ students’ loneliness, the blame, the body, the bullying in school, LGBTQ students in state and private schools, the family members and religion. Finally, it was possible to notice that the lived and told experiences in this research were about prejudice and disrespect against LGBTQ people. It was also possible to get to know the ways and strategies used by these students to deal with difficult situations lived in school almost daily. |
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Experiências de alunas e alunos LGBTQs e identidade de gênero na escolaExperiences of LGBTQ students and gender identity in schoolIdentidade de gêneroSexualidadeComunidade LGBTQEscolaPesquisa narrativaGender identitySexualityLGBTQ communitySchoolNarrative inquirySexualidade, gênero e sociedadeIdentidade de gênero na educaçãoLinguísticaCNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADAThis master’s thesis had as its objective to gather and analyze narratives of LGBTQ students or former students in elementary school and high school. I tried to answer the following research question: How do LGBTQ students live their experiences in the school spaces? The theoretical and methodological path of this research was the Narrative Inquiry according to Clandinin and Connelly (2000, 2011, 2015) because I understand that we can comprehend the lived experiences better by narrating them. Clandinin and Connelly (2000, 2011, 2015) use the concept of experience by Dewey (1938, 1979). The theoretical basis for this research was the queer theory, according to the authors Butler (2003), Louro (2001, 2014), Miskolci (2012) and Spargo (1999), and the theory of gender identity, according to the authors Jesus, Carbonieri e Nigro (2017), Moita Lopes (2009), Bento (2015) and Benfatti (2013). The four research participants were me, I identify myself as a gay man, Glendha, who identifies herself as a transgender woman, Valentina who identifies herself as a lesbian woman, and Ariel, who identifies himself as a gay man. During the research, we had five meetings face to face and several other moments over WhatsApp in which we, as research participants, shared our stories lived in school. I analyzed our stories through the perspective of meaning composition, according to Ely, Vinz, Downing e Anzul (2005), writing dialogues in the form of seven theater scenes that touched seven different themes noticed on the participants’ stories. The themes of the scenes were: LGBTQ students’ loneliness, the blame, the body, the bullying in school, LGBTQ students in state and private schools, the family members and religion. Finally, it was possible to notice that the lived and told experiences in this research were about prejudice and disrespect against LGBTQ people. It was also possible to get to know the ways and strategies used by these students to deal with difficult situations lived in school almost daily.Dissertação (Mestrado)Esta dissertação teve como objetivos levantar e analisar narrativas de alunas/os ou ex-alunas/os LGBTQs do ensino fundamental e do ensino médio. Busquei responder a seguinte pergunta de pesquisa: como alunas/os LGBTQs vivem suas experiências nos espaços da escola? O caminho teórico metodológico percorrido para esta consecução foi a Pesquisa Narrativa, de acordo com Clandinin e Connelly (2000, 2011, 2015) por entender que podemos compreender melhor as experiências vividas ao narrá-las. Clandinin e Connelly (2000, 2011, 2015) utilizam o conceito de experiência de Dewey (1938,1979). Esta pesquisa foi realizada com base nos pressupostos teóricos da teoria queer de acordo com as/os autoras/es Butler (2003), Louro (2001; 2014), Miskolci (2012) e Spargo (1999) e na teoria sobre identidade de gênero segundo as/os autoras/es Jesus, Carbonieri e Nigro (2017), Moita Lopes (2009), Bento (2015) e Benfatti (2013). Os quatro participantes de pesquisa foram eu, que me identifico como gay, Glendha, que se identifica como mulher transgênero, Valentina, que se identifica como lésbica e Ariel, que se identifica como gay. Durante o estudo, ocorreram cinco encontros presenciais e vários momentos de conversa pelo WhatsApp em que nós, participantes de pesquisa, compartilhamos nossas histórias que tínhamos vivido na escola. Analisei nossas histórias na perspectiva de composição de sentidos segundo Ely, Vinz, Downing e Anzul (2005) construindo diálogos no formato de sete cenas de teatro que abordavam sete temas levantados a partir das histórias dos participantes. Os temas das cenas foram: a solidão dos LGBTQs, a culpa, o corpo, o bullying sofrido na escola, os LGBTQs em escolas públicas e particulares, os familiares e a religião. Ao final, foi possível perceber que as experiências vividas e relatadas nesta pesquisa ainda foram de muito preconceito e desrespeito às diferenças. Foi possível conhecer, também, os caminhos percorridos e as estratégias utilizadas por esses alunos para lidarem com as situações difíceis que vivenciaram na escola quase que diariamente.Universidade Federal de UberlândiaBrasilPrograma de Pós-graduação em Estudos LinguísticosMello, Dilma Maria dehttp://lattes.cnpq.br/8539603114398419Batista, Donizete Aparecidohttp://lattes.cnpq.br/5119453470726857Bengezen, Viviane Cabralhttp://lattes.cnpq.br/6299135330351127Santos, Samuel Rodrigues dos2018-07-12T19:45:20Z2018-07-12T19:45:20Z2017-10-31info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfSANTOS, Samuel Rodrigues dos. Experiências de alunas e alunos LGBTQs e identidade de gênero na escola - Uberlândia. 2017. 99 f. Dissertação (Mestrado em Estudos Linguísticos) - Universidade Federal de Uberlândia, Uberlândia, 2017.https://repositorio.ufu.br/handle/123456789/21830http://dx.doi.org/10.14393/ufu.di.2018.88porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFUinstname:Universidade Federal de Uberlândia (UFU)instacron:UFU2018-07-12T19:45:20Zoai:repositorio.ufu.br:123456789/21830Repositório InstitucionalONGhttp://repositorio.ufu.br/oai/requestdiinf@dirbi.ufu.bropendoar:2018-07-12T19:45:20Repositório Institucional da UFU - Universidade Federal de Uberlândia (UFU)false |
dc.title.none.fl_str_mv |
Experiências de alunas e alunos LGBTQs e identidade de gênero na escola Experiences of LGBTQ students and gender identity in school |
title |
Experiências de alunas e alunos LGBTQs e identidade de gênero na escola |
spellingShingle |
Experiências de alunas e alunos LGBTQs e identidade de gênero na escola Santos, Samuel Rodrigues dos Identidade de gênero Sexualidade Comunidade LGBTQ Escola Pesquisa narrativa Gender identity Sexuality LGBTQ community School Narrative inquiry Sexualidade, gênero e sociedade Identidade de gênero na educação Linguística CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA |
title_short |
Experiências de alunas e alunos LGBTQs e identidade de gênero na escola |
title_full |
Experiências de alunas e alunos LGBTQs e identidade de gênero na escola |
title_fullStr |
Experiências de alunas e alunos LGBTQs e identidade de gênero na escola |
title_full_unstemmed |
Experiências de alunas e alunos LGBTQs e identidade de gênero na escola |
title_sort |
Experiências de alunas e alunos LGBTQs e identidade de gênero na escola |
author |
Santos, Samuel Rodrigues dos |
author_facet |
Santos, Samuel Rodrigues dos |
author_role |
author |
dc.contributor.none.fl_str_mv |
Mello, Dilma Maria de http://lattes.cnpq.br/8539603114398419 Batista, Donizete Aparecido http://lattes.cnpq.br/5119453470726857 Bengezen, Viviane Cabral http://lattes.cnpq.br/6299135330351127 |
dc.contributor.author.fl_str_mv |
Santos, Samuel Rodrigues dos |
dc.subject.por.fl_str_mv |
Identidade de gênero Sexualidade Comunidade LGBTQ Escola Pesquisa narrativa Gender identity Sexuality LGBTQ community School Narrative inquiry Sexualidade, gênero e sociedade Identidade de gênero na educação Linguística CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA |
topic |
Identidade de gênero Sexualidade Comunidade LGBTQ Escola Pesquisa narrativa Gender identity Sexuality LGBTQ community School Narrative inquiry Sexualidade, gênero e sociedade Identidade de gênero na educação Linguística CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA |
description |
This master’s thesis had as its objective to gather and analyze narratives of LGBTQ students or former students in elementary school and high school. I tried to answer the following research question: How do LGBTQ students live their experiences in the school spaces? The theoretical and methodological path of this research was the Narrative Inquiry according to Clandinin and Connelly (2000, 2011, 2015) because I understand that we can comprehend the lived experiences better by narrating them. Clandinin and Connelly (2000, 2011, 2015) use the concept of experience by Dewey (1938, 1979). The theoretical basis for this research was the queer theory, according to the authors Butler (2003), Louro (2001, 2014), Miskolci (2012) and Spargo (1999), and the theory of gender identity, according to the authors Jesus, Carbonieri e Nigro (2017), Moita Lopes (2009), Bento (2015) and Benfatti (2013). The four research participants were me, I identify myself as a gay man, Glendha, who identifies herself as a transgender woman, Valentina who identifies herself as a lesbian woman, and Ariel, who identifies himself as a gay man. During the research, we had five meetings face to face and several other moments over WhatsApp in which we, as research participants, shared our stories lived in school. I analyzed our stories through the perspective of meaning composition, according to Ely, Vinz, Downing e Anzul (2005), writing dialogues in the form of seven theater scenes that touched seven different themes noticed on the participants’ stories. The themes of the scenes were: LGBTQ students’ loneliness, the blame, the body, the bullying in school, LGBTQ students in state and private schools, the family members and religion. Finally, it was possible to notice that the lived and told experiences in this research were about prejudice and disrespect against LGBTQ people. It was also possible to get to know the ways and strategies used by these students to deal with difficult situations lived in school almost daily. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-10-31 2018-07-12T19:45:20Z 2018-07-12T19:45:20Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
SANTOS, Samuel Rodrigues dos. Experiências de alunas e alunos LGBTQs e identidade de gênero na escola - Uberlândia. 2017. 99 f. Dissertação (Mestrado em Estudos Linguísticos) - Universidade Federal de Uberlândia, Uberlândia, 2017. https://repositorio.ufu.br/handle/123456789/21830 http://dx.doi.org/10.14393/ufu.di.2018.88 |
identifier_str_mv |
SANTOS, Samuel Rodrigues dos. Experiências de alunas e alunos LGBTQs e identidade de gênero na escola - Uberlândia. 2017. 99 f. Dissertação (Mestrado em Estudos Linguísticos) - Universidade Federal de Uberlândia, Uberlândia, 2017. |
url |
https://repositorio.ufu.br/handle/123456789/21830 http://dx.doi.org/10.14393/ufu.di.2018.88 |
dc.language.iso.fl_str_mv |
por |
language |
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info:eu-repo/semantics/openAccess |
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openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Uberlândia Brasil Programa de Pós-graduação em Estudos Linguísticos |
publisher.none.fl_str_mv |
Universidade Federal de Uberlândia Brasil Programa de Pós-graduação em Estudos Linguísticos |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional da UFU instname:Universidade Federal de Uberlândia (UFU) instacron:UFU |
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Universidade Federal de Uberlândia (UFU) |
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Repositório Institucional da UFU - Universidade Federal de Uberlândia (UFU) |
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diinf@dirbi.ufu.br |
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