Lesbianidades, performatizações de gênero e trajetória educacional
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2019-04-05
Autores
Braga, Keith Daiani da Silva [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
No campo da Educação, o tema da sexualidade e, mais especificamente, da “diversidade sexual” vem sendo crescentemente explorado em trabalhos acadêmicos brasileiros. Todavia, grande parte dessas investigações toma a “experiência gay” como central, analisando as outras com conceitos e perspectivas insuficientes para questionar a misoginia, lesbofobia, machismo e sexismo tão preocupantes e disseminados nos espaços educativos. Diante disso, nossa pesquisa de doutorado em Educação teve o objetivo de compreender, a partir de narrativas de sujeitos que se autorrepresentam enquanto “mulheres lésbicas”, como se articulam dissidência sexual feminina, performatizações de gênero e trajetórias educacionais. Interessou-nos, especificamente, compreender como mulheres lésbicas, vivenciaram suas amizades, afetividades, identidades e sexualidades em suas trajetórias escolares e educativas; Quais foram os contextos de invisibilidade e os de hipervisibilidade propiciados pelas instituições por ondem passaram; De que maneira seus relatos de violência e de discriminação nos permitem problematizar a lesbofobia, presente na educação familiar, escolar e religiosa, como técnica de “ensino” e conformação de meninas na (hetero) norma e por fim, quais estratégias e resistências construíram para se autorrepresentarem como lésbicas e, no caso das participantes que se autoidentificam masculinas, também para performatizarem o gênero em consonância com as masculinidades femininas, no espaço da família, da escola e da universidade. Nesse sentido, realizamos uma pesquisa vinculada aos estudos de gênero e sexualidade, de caráter qualitativo, com uso de entrevistas abertas de caráter biográfico-narrativo com sete mulheres e com um aporte teórico-metodológico formado, predominantemente, pelos Estudos Feministas, Pósfeministas e Queer. A partir do estudo e análise das narrativas de vida das sete mulheres lésbicas participantes da investigação chegamos aos seguintes resultados: a) Identificamos que no espaço da escola e da igreja as participantes, suspendendo algumas as particularidades, tiveram dificuldades de se integrarem nos grupos femininos, durante a adolescência elas estavam de fora de segredos e rituais em grupos de meninas por não serem heterossexuais. Também não encontraram espaço para a vivência da sexualidade, enquanto jovens, no espaço da família. A universidade, apareceu como a instituição de maior liberdade e vivência da identidade e sexualidade; b) Analisamos que as relações com silêncio, visibilidade e hipervisibilidade estavam condicionadas as performatizações de gênero das participantes. Na escola, igreja e família, os corpos das participantes eram analisados e as mais masculinas relataram experiências de hipervisibilidade; c) As performatizações de gênero das participantes da pesquisa foram observadas, vigiadas, negociadas, refutada e educadas na família. A lesbofobia atuou como recurso educativo e se materializou através da violência física, verbal e psicológica; d) No espaço da escola, a violência lesbofóbica atuou impactando nas sociabilidades, enfraquecendo o senso de pertencimento das entrevistadas à comunidade escolar; e) As vivências religiosas as educaram para uma única forma de pensar a sexualidade, a heterossexual. Nesse sentido, quando passaram a se autorrepresentar como lésbicas deixaram as igrejas, por pressão dessas instituições ou resistência ao discurso condenatório; por último, f) Todas as entrevistadas construíram formas próprias de enfrentar a lesbofobia. A mais recorrente e em diferentes momentos da vida foi a amizade, por meio de vínculos com outros sujeitos dissidentes, colegas mais velhas ou um familiar. Nessas relações puderam superar o isolamento, as exclusões, angústias e se fortalecer.
In the field of Education, the theme of sexuality and, more specifically, "sexual diversity" has been increasingly explored in Brazilian academic works. However, most of these investigations take the "gay experience" as central, analyzing the others with insufficient concepts and perspectives to question the misogyny, lesbophobia and sexism that are so worrying and widespread in educational spaces. Faced with this, our doctoral research in Education aimed to understand, from narratives of subjects who are self-represented as " women lesbian, " as they articulate female sexual dissent, gender performatizations, and educational trajectories. We were specifically interested in understanding how lesbian women experienced their friendships, affectivities, identities and sexualities in their school and educational trajectories; What were the contexts of invisibility and those of hypervisibility provided by the institutions as they passed; In what way do their reports of violence and discrimination allow us to problematize lesbophobia, present in family, school and religious education, as a technique of "teaching" and conformation of girls in the (hetero) norm, and finally, what strategies and resistances have they built for to self-represent as lesbians and, in the case of male self-identified participants, also to perform gender in line with female masculinities, within family, school, and university. In this sense, we conducted a research linked to gender and sexuality studies, with a qualitative character, using open biographical-narrative interviews with seven women and with a theoretical-methodological contribution predominantly made up of Feminist, Post-feminist and Queer. Based on the study and analysis of the life narratives of the seven lesbian women participating in the research, the following results were obtained: a) We identified that in the space of the school and the church the participants, suspending some of the particularities, had difficulties of integrating themselves in the feminine groups, during adolescence they were out of secrets and rituals in groups of girls for not being heterosexual. They also did not find space for the experience of sexuality, while young, in the space of the family. The university appeared as the institution of greater freedom and experience of identity and sexuality; b) We analyzed that the relations with silence, visibility and hypervisibility were conditioned the gender performatizations of the participants. At school, church and family, the bodies of the participants were analyzed and the more masculine reported experiences of hypervisibility; c) The gender performances of the research participants were observed, monitored, negotiated, refuted and educated in the family. Lesbophobia acted as an educational resource and materialized through physical, verbal and psychological violence; d) In the space of the school, the lesbophobic violence acted impacting the sociabilities, weakening the sense of belonging of the interviewed ones to the school community; e) Religious experiences have educated them to a single way of thinking about sexuality, heterosexuality. In this sense, when they began to self-represent as lesbians, they left the churches, through pressure from these institutions or resistance to condemning discourse; Lastly, f) All the interviewees have built their own ways of facing lesbophobia. The most recurrent and at different times of life was the friendship, through links with other dissident subjects, older colleagues or a relative. In these relationships they were able to overcome isolation, exclusion, anguish and strengthen themselves.
In the field of Education, the theme of sexuality and, more specifically, "sexual diversity" has been increasingly explored in Brazilian academic works. However, most of these investigations take the "gay experience" as central, analyzing the others with insufficient concepts and perspectives to question the misogyny, lesbophobia and sexism that are so worrying and widespread in educational spaces. Faced with this, our doctoral research in Education aimed to understand, from narratives of subjects who are self-represented as " women lesbian, " as they articulate female sexual dissent, gender performatizations, and educational trajectories. We were specifically interested in understanding how lesbian women experienced their friendships, affectivities, identities and sexualities in their school and educational trajectories; What were the contexts of invisibility and those of hypervisibility provided by the institutions as they passed; In what way do their reports of violence and discrimination allow us to problematize lesbophobia, present in family, school and religious education, as a technique of "teaching" and conformation of girls in the (hetero) norm, and finally, what strategies and resistances have they built for to self-represent as lesbians and, in the case of male self-identified participants, also to perform gender in line with female masculinities, within family, school, and university. In this sense, we conducted a research linked to gender and sexuality studies, with a qualitative character, using open biographical-narrative interviews with seven women and with a theoretical-methodological contribution predominantly made up of Feminist, Post-feminist and Queer. Based on the study and analysis of the life narratives of the seven lesbian women participating in the research, the following results were obtained: a) We identified that in the space of the school and the church the participants, suspending some of the particularities, had difficulties of integrating themselves in the feminine groups, during adolescence they were out of secrets and rituals in groups of girls for not being heterosexual. They also did not find space for the experience of sexuality, while young, in the space of the family. The university appeared as the institution of greater freedom and experience of identity and sexuality; b) We analyzed that the relations with silence, visibility and hypervisibility were conditioned the gender performatizations of the participants. At school, church and family, the bodies of the participants were analyzed and the more masculine reported experiences of hypervisibility; c) The gender performances of the research participants were observed, monitored, negotiated, refuted and educated in the family. Lesbophobia acted as an educational resource and materialized through physical, verbal and psychological violence; d) In the space of the school, the lesbophobic violence acted impacting the sociabilities, weakening the sense of belonging of the interviewed ones to the school community; e) Religious experiences have educated them to a single way of thinking about sexuality, heterosexuality. In this sense, when they began to self-represent as lesbians, they left the churches, through pressure from these institutions or resistance to condemning discourse; Lastly, f) All the interviewees have built their own ways of facing lesbophobia. The most recurrent and at different times of life was the friendship, through links with other dissident subjects, older colleagues or a relative. In these relationships they were able to overcome isolation, exclusion, anguish and strengthen themselves.
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Palavras-chave
Lesbofobia, Masculinidade feminina, Resistência, Escola, Família, Igreja, Universidade, Trajetória educacional de lésbica, Lesbian educational trajectory, Lesbophobia in school, Family, Church and university, Female masculinity, Resistance