Excluding curriculum - the building of a lgbtqiaphobic society

Detalhes bibliográficos
Autor(a) principal: Souza, Fábio Pinheiro Ramos de
Data de Publicação: 2020
Tipo de documento: Artigo
Idioma: por
Título da fonte: REVES - Revista Relações Sociais
Texto Completo: https://periodicos.ufv.br/reves/article/view/10391
Resumo: The school curriculum as basis of teaching-learning relationships are structured as guidelines for job and moral training. The new demands of social minorities have grown up in the last century and are shown to be under a school tradition planned for the control of bodies and knowledge. The education is in charge of a curriculum designed to exclude and dominate behaviors, with no inclusive thinking in a structural way. The normatives, therefore, are part of the educational policy cycles of the school curriculum. This normatives launch symbolic violence as coercion and invisibility of the LGBTQIA population. Opressive pedagogies are present in this dialectic between (re) production of prejudices and standardization of conduct. In this way the school builds an excluding curriculum which contributes to build a LGBTQIAphobic society. Due a school curriculum analysis, articulated with the experiences reported by Junqueira (2009), this paper aims to understand the dynamics experienced by the development of bodies, concepts, precepts and normalities of the Brazilian school.
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spelling Excluding curriculum - the building of a lgbtqiaphobic societyCurrículos excludentes - a construção de uma sociedade lgbtqisfóbicaSchool curriculumExclusionLGBTQIAsocietyCurrículoExclusãoEscolaLGBTQISSociedadeThe school curriculum as basis of teaching-learning relationships are structured as guidelines for job and moral training. The new demands of social minorities have grown up in the last century and are shown to be under a school tradition planned for the control of bodies and knowledge. The education is in charge of a curriculum designed to exclude and dominate behaviors, with no inclusive thinking in a structural way. The normatives, therefore, are part of the educational policy cycles of the school curriculum. This normatives launch symbolic violence as coercion and invisibility of the LGBTQIA population. Opressive pedagogies are present in this dialectic between (re) production of prejudices and standardization of conduct. In this way the school builds an excluding curriculum which contributes to build a LGBTQIAphobic society. Due a school curriculum analysis, articulated with the experiences reported by Junqueira (2009), this paper aims to understand the dynamics experienced by the development of bodies, concepts, precepts and normalities of the Brazilian school.Os currículos enquanto base das relações de ensino-aprendizagem estruturam-se em diretrizes de formação laboral e moral. As novas demandas das minorias sociais, crescente no último século, mostram-se acuadas dentro de uma tradição escolar planejada para o controle dos corpos e dos saberes. A formação está a cargo de um currículo pensado para a exclusão e dominação das práticas, não havendo, de forma estrutural, um pensamento inclusivo. As normatividades, desse modo, integram os ciclos de políticas dos currículos, e dentro delas, lançam como artifícios as violências simbólicas para a coerção e invisibilidade da população LGBTQIS. Pedagogias pensadas para a opressão fazem-se presentes nessa dialética entre (re)produção de preconceitos e normatização de condutas.  A escola, desse modo, constrói um currículo excludente que contribui para os processos de construção de uma sociedade LGBTQISfóbica. Em uma análise do currículo escolar, articulada com as experiências divulgadas por Junqueira (2009), este artigo busca entender as dinâmicas vividas pela formação dos corpos, conceitos, preceitos e normalidades da escola brasileira. Universidade Federal de Viçosa - UFV2020-11-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufv.br/reves/article/view/1039110.18540/revesvl3iss4pp02001-02010REVES - Revista Relações Sociais; Vol. 3 No. 4 (2020); 02001-02010REVES - Revista Relações Sociais; Vol. 3 Núm. 4 (2020); 02001-02010REVES - Revista Relações Sociais; v. 3 n. 4 (2020); 02001-020102595-4490reponame:REVES - Revista Relações Sociaisinstname:Universidade Federal de Viçosa (UFV)instacron:UFVporhttps://periodicos.ufv.br/reves/article/view/10391/6181Copyright (c) 2020 REVES - Revista Relações Sociaishttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSouza, Fábio Pinheiro Ramos de2020-12-23T23:06:30Zoai:ojs.periodicos.ufv.br:article/10391Revistahttps://periodicos.ufv.br/reves/PUBhttps://periodicos.ufv.br/reves/oaireves.journal@ufv.br||2595-44902595-4490opendoar:2020-12-23T23:06:30REVES - Revista Relações Sociais - Universidade Federal de Viçosa (UFV)false
dc.title.none.fl_str_mv Excluding curriculum - the building of a lgbtqiaphobic society
Currículos excludentes - a construção de uma sociedade lgbtqisfóbica
title Excluding curriculum - the building of a lgbtqiaphobic society
spellingShingle Excluding curriculum - the building of a lgbtqiaphobic society
Souza, Fábio Pinheiro Ramos de
School curriculum
Exclusion
LGBTQIA
society
Currículo
Exclusão
Escola
LGBTQIS
Sociedade
title_short Excluding curriculum - the building of a lgbtqiaphobic society
title_full Excluding curriculum - the building of a lgbtqiaphobic society
title_fullStr Excluding curriculum - the building of a lgbtqiaphobic society
title_full_unstemmed Excluding curriculum - the building of a lgbtqiaphobic society
title_sort Excluding curriculum - the building of a lgbtqiaphobic society
author Souza, Fábio Pinheiro Ramos de
author_facet Souza, Fábio Pinheiro Ramos de
author_role author
dc.contributor.author.fl_str_mv Souza, Fábio Pinheiro Ramos de
dc.subject.por.fl_str_mv School curriculum
Exclusion
LGBTQIA
society
Currículo
Exclusão
Escola
LGBTQIS
Sociedade
topic School curriculum
Exclusion
LGBTQIA
society
Currículo
Exclusão
Escola
LGBTQIS
Sociedade
description The school curriculum as basis of teaching-learning relationships are structured as guidelines for job and moral training. The new demands of social minorities have grown up in the last century and are shown to be under a school tradition planned for the control of bodies and knowledge. The education is in charge of a curriculum designed to exclude and dominate behaviors, with no inclusive thinking in a structural way. The normatives, therefore, are part of the educational policy cycles of the school curriculum. This normatives launch symbolic violence as coercion and invisibility of the LGBTQIA population. Opressive pedagogies are present in this dialectic between (re) production of prejudices and standardization of conduct. In this way the school builds an excluding curriculum which contributes to build a LGBTQIAphobic society. Due a school curriculum analysis, articulated with the experiences reported by Junqueira (2009), this paper aims to understand the dynamics experienced by the development of bodies, concepts, precepts and normalities of the Brazilian school.
publishDate 2020
dc.date.none.fl_str_mv 2020-11-30
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://periodicos.ufv.br/reves/article/view/10391
10.18540/revesvl3iss4pp02001-02010
url https://periodicos.ufv.br/reves/article/view/10391
identifier_str_mv 10.18540/revesvl3iss4pp02001-02010
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufv.br/reves/article/view/10391/6181
dc.rights.driver.fl_str_mv Copyright (c) 2020 REVES - Revista Relações Sociais
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 REVES - Revista Relações Sociais
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Viçosa - UFV
publisher.none.fl_str_mv Universidade Federal de Viçosa - UFV
dc.source.none.fl_str_mv REVES - Revista Relações Sociais; Vol. 3 No. 4 (2020); 02001-02010
REVES - Revista Relações Sociais; Vol. 3 Núm. 4 (2020); 02001-02010
REVES - Revista Relações Sociais; v. 3 n. 4 (2020); 02001-02010
2595-4490
reponame:REVES - Revista Relações Sociais
instname:Universidade Federal de Viçosa (UFV)
instacron:UFV
instname_str Universidade Federal de Viçosa (UFV)
instacron_str UFV
institution UFV
reponame_str REVES - Revista Relações Sociais
collection REVES - Revista Relações Sociais
repository.name.fl_str_mv REVES - Revista Relações Sociais - Universidade Federal de Viçosa (UFV)
repository.mail.fl_str_mv reves.journal@ufv.br||
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