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. |