Banca de DEFESA: DINA MARIA VITAL ÁVILA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : DINA MARIA VITAL ÁVILA
DATE: 20/07/2023
TIME: 14:00
LOCAL: INSTITUTO DE PSICOLOGIA
TITLE:

LGBTQIA+ CHILDHOOD THAT RESIST: WHEN YOU NEED TO SUBVERT THE CURRICULUM

KEY WORDS:

a) Curriculum; b) LGBTQIA+ Childhood; c) Genders and sexualities; d) Cisheteronorm.

PAGES: 145
BIG AREA: Ciências Humanas
AREA: Psicologia
SUBÁREA: Psicologia Social
SUMMARY:

Who are the childhoods in dissent from the norm of genders and sexualities? What material are they made of? What are the mechanisms used by them to resist the cisheteronorm? Who is affected by your insurgent ways of life? What experiences do they produce? The trajectory of the research enunciated here tells about the memories, conversations, and inventions of a teacher about the school(s), the curriculum, teaching practices, and dissident childhoods of gender and sexual norms. We argue that, with their insurgent ways, these childhoods seek to resist cisheteronormative power, acting in defense of the right to life. In this sense, their agencies can shake and mess up the curriculum – a device made up of power relations and discursive strategies for the meaning of bodies. In this movement, these childhoods produce, in a two-way street, the struggle to confront intelligible life statutes, and the constitution of differences, which, embodied in their bodies, make them happy and eager for life, dreams and freedom. This is a research based on post-critical theories and methodologies - post-structuralist studies, post-modern studies, cultural studies and queer/cuir studies. This theoretical-methodological set conceives the realities of the contexts in which childhoods are immersed, taking discursive practices as the center of analysis. As objectives, we propose: a) to analyze the curricular practices that constitute the education of dissident childhoods from the norm of genders and sexualities; b) identify the modes of resistance that dissident children's bodies produce to survive in the field of the school curriculum, and; c) analyze the movements of teacher resistance to the cisheteronorm. The information is studied through Discourse Analysis in Foucault and produced: a) in the conversations woven in the circles with the teachers, and, b) in the diary of memories of/in the school routine with childhoods in dissidence from the cisheteronorm. We emphasize that the narratives shared here are fictional, told from my experiences in the field of curricular practices in basic education. These are my interpretations, of what I saw, lived and heard, of “fictions, in the sense that they are 'something constructed', as fiction does not mean that it is false or non-factual, but a production of those who write. The locus of the research is located in elementary schools of public education in the municipal networks of Maceió and state of Alagoas. This study suggests possible paths for reflection and the identification of other curriculum production tracks that can launch themselves into the counter-hegemony of cisheteronormativity. The study enabled us to observe that in the face of the curricular strategies created and exercised by the dominant regime, childhoods in dissent from the cisheteronorm defy power through gaps of escape, forging other landscapes of freedom for their bodies.

BANKING MEMBERS:
Presidente - 1646595 - MARCOS RIBEIRO MESQUITA
Interno(a) - 1646594 - SIMONE MARIA HUNING
Externo(a) à Instituição - FERNANDO ALTAIR POCAHY - UERJ