Investigando resistências à educação sexual: considerações psicanalíticas e queer a partir de escritos de Deborah Britzman
Carregando...
Data
2017-03-14
Autores
Rodrigues, Gelberton Vieira [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Ainda que o debate sobre as relações entre educação e sexualidade venha se ampliando nos últimos anos no contexto brasileiro, é notável com o aumento de situações que envolvem aviltamentos à realização da educação sexual nas escolas, que também as resistências a esse debate acompanhem sua ampliação. Para a psicanálise, a emergência de resistências subjetivas se dá quando o movimento das ideias e dos afetos entram em conflito. Quando relacionadas à educação sexual, estas resistências podem ser representadas, sobretudo, pelo pânico moral decorrente de construções discursivas que associam este campo a uma prática pedagógica “perigosa” que supostamente teria o poder de produzir sujeitos desviantes dos ideais heteronormativos de gênero e de sexualidade. Nesta pesquisa, de caráter bibliográfico-investigativo, reconhecendo a importância de compreender este fenômeno para além de seu aparente essencialismo e pondo em questão, através da psicanálise, aquilo que as próprias resistências podem elucidar sobre aqueles que resistem e sobre aquilo que desperta resistências, busca-se identificar e problematizar diferentes modos de se resistir a modelos “normativos”, “críticos” e “pós-identitários” de educação sexual. A obra da psicanalista estadunidense Deborah Britzman, na medida em que oferece subsídios para o alcance do objetivo geral da pesquisa de investigar mecanismos psíquicos envolvidos nas resistências à educação sexual, torna-se a base deste trabalho. Articulando escritos selecionados desta autora com textos clássicos da psicanálise, são apresentados e discutidos os conceitos de “práticas de leitura”, “identificação”, “paixão pela ignorância” e “narcisismo das mínimas diferenças”, todos considerados úteis para a construção de um arcabouço ético-teórico que possa questionar idealizações que produzem resistências à educação sexual. A partir desta discussão, argumenta-se a favor de uma “pedagogia queer” que busque superar resistências tanto dos estudantes quanto dos educadores na educação sexual, enfatizando a importância de uma postura pedagógica de constante (auto)questionamento de ideais e de preconceitos. A psicanálise e os estudos queer, que atravessam a construção desta pesquisa, relacionam-se aqui precisamente no que se refere ao aspecto potencialmente desconstrutivo, desidealizador e questionador destas perspectivas teóricas.
Although the debate about the approach between education and sexuality has been growing in recent years in the Brazilian context, it is remarkable that also situations that involve criticisms to the realization of sex education in schools have been growing as well. So, the resistances to this debate also have been accompanying its expansion. For psychoanalysis, the emergence of subjective resistance occurs when the movement of ideas and affects come into conflict. When related to sex education, these resistances can be represented, above all, by the moral panic arising from discursive constructions that associate this educational field with a “dangerous” pedagogical practice that supposedly would have the power to produce deviant subjects from heteronormative ideals of gender and sexuality. In this bibliographical-investigative research, recognizing the importance of understanding this phenomenon beyond its essentialist appearance and calling into question, through psychoanalysis, what resistance itself can elucidate about those who resist and about that which arouses resistance, the aim is to identify and to problematize different ways of resisting “normative”, “critical” and “post-identitary” sex education models. Therefore, the work of the North-American psychoanalyst Deborah Britzman becomes the basis of this work since it provides support to achieve the research's general purpose which is to investigate psychic mechanisms involved in resistances to sex education. Articulating selected Britzman’s writings with classic psychoanalysis texts, the concepts of “reading practices”, “identification”, “passion for ignorance” and “narcissism of minimal differences” are presented and discussed. All of them are considered useful for the construction of an ethico-theoretical framework that can challenge idealizations that produce resistance to sex education. From this conceptual discussion, this dissertation argues in favor of a “queer pedagogy” that aims to overcome resistances of both students and educators in sex education, emphasizing to that matter the importance of a constant pedagogical attitude of (self)questioning of ideals and prejudices. Psychoanalysis and queer studies, which cross the whole construction of this research, are related here precisely in regard the potentially deconstructive, desidealizing and questioning aspect of both theoretical perspectives.
Although the debate about the approach between education and sexuality has been growing in recent years in the Brazilian context, it is remarkable that also situations that involve criticisms to the realization of sex education in schools have been growing as well. So, the resistances to this debate also have been accompanying its expansion. For psychoanalysis, the emergence of subjective resistance occurs when the movement of ideas and affects come into conflict. When related to sex education, these resistances can be represented, above all, by the moral panic arising from discursive constructions that associate this educational field with a “dangerous” pedagogical practice that supposedly would have the power to produce deviant subjects from heteronormative ideals of gender and sexuality. In this bibliographical-investigative research, recognizing the importance of understanding this phenomenon beyond its essentialist appearance and calling into question, through psychoanalysis, what resistance itself can elucidate about those who resist and about that which arouses resistance, the aim is to identify and to problematize different ways of resisting “normative”, “critical” and “post-identitary” sex education models. Therefore, the work of the North-American psychoanalyst Deborah Britzman becomes the basis of this work since it provides support to achieve the research's general purpose which is to investigate psychic mechanisms involved in resistances to sex education. Articulating selected Britzman’s writings with classic psychoanalysis texts, the concepts of “reading practices”, “identification”, “passion for ignorance” and “narcissism of minimal differences” are presented and discussed. All of them are considered useful for the construction of an ethico-theoretical framework that can challenge idealizations that produce resistance to sex education. From this conceptual discussion, this dissertation argues in favor of a “queer pedagogy” that aims to overcome resistances of both students and educators in sex education, emphasizing to that matter the importance of a constant pedagogical attitude of (self)questioning of ideals and prejudices. Psychoanalysis and queer studies, which cross the whole construction of this research, are related here precisely in regard the potentially deconstructive, desidealizing and questioning aspect of both theoretical perspectives.
Descrição
Palavras-chave
Educação sexual, Resistências, Psicanálise, Teoria queer, Deborah Britzman