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Doctoral Thesis
DOI
https://doi.org/10.11606/T.48.2024.tde-20052024-135918
Document
Author
Full name
Michelle Mariano Mendonça
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2024
Supervisor
Committee
Nascimento, Maria Letícia Barros Pedroso (President)
Bento, Berenice Alves de Melo
Giovinazzo Junior, Carlos Antonio
Neira, Marcos Garcia
Xavier Filha, Constantina
Title in Portuguese
A (in)visibilidade do corpo queer: identidades trans e as questões de gênero que emergem na escola
Keywords in Portuguese
Força da não violência
Relações de gênero
Teoria Queer
Transgeneridade
Abstract in Portuguese
Buscando investigar as relações de gênero, interações sociais e discursos em espaços educacionais e refletir sobre o impacto do corpo abjeto no currículo, foram analisadas, através da experiência de convivência diária e com entrevistas semiestruturadas na modalidade de pesquisa qualitativa, a presença de uma professora trans e um professor trans, ambes regentes na sala de leitura, atuantes no Ensino Fundamental I e no Ensino Fundamental II em duas escolas públicas. Pretendeu-se observar as relações de poder, construções discursivas e práticas pedagógicas existentes no espaço educacional, a partir da hipótese de que corpos trans ocupando espaços de relações sociais, produzindo diferentes formas de discursos sobre identidade de gênero, possibilitam o debate reflexivo e a desconstrução das normativas de gênero. Os procedimentos de pesquisa se apoiam na metodologia queer, que busca, diante da Teoria Queer, possibilitar a contestação, a prática de investigação que privilegia as transformações na construção coletiva do conhecimento e as maneiras de narrar os currículos, debatendo de forma crítica a perspectiva binária de gênero e da sexualidade. As análises permitiram constatar as diversas interfaces homofóbicas, transfóbicas, sexistas e normativas que permeiam as estruturas da escola. E, ao longo das observações diante da prática pedagógica e intervenções no currículo, é possível pensar como a força da não violência e as manifestações de visibilidade do corpo abjeto passam a deslocar as concepções binárias, permitindo a quebra de performance e a produção de novas narrativas e novos sentidos.
Title in English
The (in)visibility of the queer body: trans identities and gender issues that emerge at school
Keywords in English
Force of non-violence
Gender relations
Queer Theory
Transgender
Abstract in English
In the quest to investigate gender relations, social interactions and discourses in educational spaces, and to reflect on the impact of the abject body on the curriculum, this study was conducted through daily experiential observations and semi-structured interviews in the qualitative research framework. The research was carried out in two public schools where both a trans teacher and a trans professor were present, both serving as instructors in the reading room and actively engaged in Elementary and Middle School education. The aim was to observe power relations, discursive constructions, and pedagogical practices within the educational space. The hypothesis posited that trans bodies occupying spaces of social relations and producing various forms of discourses on gender identity enable reflective debate and the deconstruction of gender norms. The research procedures are grounded in queer methodology, aiming, based on Queer theory, to facilitate questioning and investigative practices that prioritize transformations in the collective construction of knowledge and ways of narrating curricula, critically debating the binary perspective of gender and sexuality. The analyses revealed various normative homophobic, transphobic, and sexist interfaces that permeate the school structures. Through observations of pedagogical practices and curriculum interventions, it becomes apparent how the force of non-violence and manifestations of visibility of the abject body start to displace binary conceptions, allowing for the disruption of performance and the production of new narratives and meanings.
 
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Publishing Date
2024-05-20
 
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