Entre trevas e arco-íris: colorindo a diversidade no ensino médio
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Data
2018-05-07
Autores
Borges, Marina de Almeida
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Neste trabalho analisamos sob a ótica do método materialista histórico-dialético, a concepção e a construção do conhecimento de alunas do ensino médio de uma escola estadual do interior do Estado de São Paulo, com relação à temática da diversidade sexual e de gênero, bem como à formação das docentes no tratamento desta temática, considerando suas formações acadêmicas, seus valores morais e pessoais e sua compreensão de mundo. Para isso, apresentamos às adolescentes diversos assuntos que perpassam suas vidas cotidianas como família, preconceito e educação sexual e que, consequentemente, estão presentes durante o seu convívio no ambiente escolar. A técnica que utilizamos para obtenção de dados junto às adolescentes foi o grupo focal, sendo realizados três encontros onde apresentamos ao grupo os temas em formato de tópicos para discussão e propiciamos reflexões a partir de suas próprias concepções. Já para as docentes, entrevistas individuais e questões acerca da intimidade para com a temática da diversidade sexual e de gênero, sobre a formação profissional continuada para o tratamento da temática e sobre suas opiniões pessoais e profissionais sobre o debate da temática no ambiente escolar, foram realizadas. Diante de inúmeras ameaças e mobilizações político-partidárias para censurar o conteúdo abordado por docentes na educação básica no Brasil, com base em pressupostos religiosos, bem como a inserção recente do ensino religioso voltado para uma única e exclusiva religião, é importante analisarmos a construção do ser social em sua totalidade para compreendermos como se dá sua atuação profissional diante de temas e situações que ainda são vistos como tabus diante da sociedade atual. A partir de análise das respostas foi possível identificar desconhecimento e confusão acerca do conteúdo e significados de termos e conceitos referentes à sexualidade e diversidade por parte das docentes, o que dificulta a abordagem do tema em sala de aula e até mesmo em identificar e agir diante de violências diretamente ligadas ao preconceito contra a diversidade sexual e de gênero. O mesmo foi observado nas concepções apresentadas pelas alunas, que evidenciaram forte apego aos valores familiares decorrentes de suas respectivas religiões “condenando” outras formas de sexualidade que não a heterossexual, cisgênera e heteronormativa. Toda a narrativa deste estudo é flexionada no feminino por nossa escolha, compreendendo a pesquisa e a produção de conhecimento como uma via acadêmica da militância social, principalmente se dialoga com os direitos das minorias, sendo fonte de resistência e luta contra opressões como o machismo e a homotransfobia.
In this work, we analyze, from the point of view of the historical-dialectical materialist method, the conception and construction of the knowledge of secondary school students of a state school in the interior of the State of São Paulo, in relation to the theme of sexual and gender diversity, as well as to the qualification of the teachers in the treatment of this subject, considering their academic formations, their moral and personal values and their understanding of the world. In order to do this, we present to the adolescents various subjects that pervade their daily lives such as family, prejudice and sexual education and which, consequently, are present during their conviviality in the school environment. The technique used to obtain data from the adolescents was the focus group, and three meetings were held where we presented topics to the group in a topic format for discussion and provided reflections based on their own conceptions. As for the teachers, individual interviews and questions about intimacy with the theme of sexual and gender diversity, about the professional qualification for the treatment of the theme and about their personal and professional opinions on the debate on the theme in the school environment, were carried out. Faced with numerous threats and political-partisan mobilizations to censor the content addressed by teachers in basic education in Brazil, based on religious assumptions, as well as the recent insertion of religious education focused on a unique and exclusive religion, it is important to analyze the construction of the human being in its totality in order to understand how its professional action takes place in the face of themes and situations that are still seen as taboos before the present society. Based on discourse analysis, it was possible to identify the lack of knowledge and confusion about the content and meanings of terms and concepts related to sexuality and diversity on the part of teachers, which makes it difficult to approach the theme in the classroom and even to identify and act of violence directly linked to prejudice against sexual and gender diversity. The same was observed in the conceptions presented by the students, who showed strong attachment to the family values deriving from their respective religions "condemning" other forms of sexuality than the heterosexual, cisgenic and heteronormative. The whole narrative of this study is flexed in the feminine by our choice, understanding research and the production of knowledge as an academic path of social militancy, especially if it dialogues with the rights of minorities, being a source of resistance and struggle against oppressions such as machismo and homophobia.
In this work, we analyze, from the point of view of the historical-dialectical materialist method, the conception and construction of the knowledge of secondary school students of a state school in the interior of the State of São Paulo, in relation to the theme of sexual and gender diversity, as well as to the qualification of the teachers in the treatment of this subject, considering their academic formations, their moral and personal values and their understanding of the world. In order to do this, we present to the adolescents various subjects that pervade their daily lives such as family, prejudice and sexual education and which, consequently, are present during their conviviality in the school environment. The technique used to obtain data from the adolescents was the focus group, and three meetings were held where we presented topics to the group in a topic format for discussion and provided reflections based on their own conceptions. As for the teachers, individual interviews and questions about intimacy with the theme of sexual and gender diversity, about the professional qualification for the treatment of the theme and about their personal and professional opinions on the debate on the theme in the school environment, were carried out. Faced with numerous threats and political-partisan mobilizations to censor the content addressed by teachers in basic education in Brazil, based on religious assumptions, as well as the recent insertion of religious education focused on a unique and exclusive religion, it is important to analyze the construction of the human being in its totality in order to understand how its professional action takes place in the face of themes and situations that are still seen as taboos before the present society. Based on discourse analysis, it was possible to identify the lack of knowledge and confusion about the content and meanings of terms and concepts related to sexuality and diversity on the part of teachers, which makes it difficult to approach the theme in the classroom and even to identify and act of violence directly linked to prejudice against sexual and gender diversity. The same was observed in the conceptions presented by the students, who showed strong attachment to the family values deriving from their respective religions "condemning" other forms of sexuality than the heterosexual, cisgenic and heteronormative. The whole narrative of this study is flexed in the feminine by our choice, understanding research and the production of knowledge as an academic path of social militancy, especially if it dialogues with the rights of minorities, being a source of resistance and struggle against oppressions such as machismo and homophobia.
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Palavras-chave
Diversidade, LGBTI, Ensino Médio, Serviço Social, Diversity, High School, Social Work