Constru??o das identidades de g?nero e sexual no ambiente escolar : percep??es, pr?ticas pedag?gicas e resolu??o de conflitos

• Ano de defesa: 2019
• Autor(a) principal: Ettrich, D?bora da Gama
• Orientador(a): Ferraro, Jos? Lu?s Schifino
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontif?cia Universidade Cat?lica do Rio Grande do Sul
• Programa de Pós-Graduação: Programa de P?s-Gradua??o em Educa??o em Ci?ncias e Matem?tica
• Departamento: Escola de Ci?ncias
• País: Brasil
• Palavras-chave em Português: Identidade de G?nero; Sexualidade; Educa??o Queer; Educa??o em Ci?ncias e G?nero
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede2.pucrs.br/tede2/handle/tede/8690

The school is crossed by a diversity of students and teachers, taking an essential role in the social construction of students and representing the place where children and young people live with a heterogeneity of opinions and perceptions. Thus, the present dissertation aims to understand how pedagogical practices related to conflict resolution involving gender issues in school settings contribute to the construction of gender and sexual identities. The research has a qualitative nature, being a case study. In order to reach the proposed objective, different methodological procedures were developed: observations in classes of the 1st and 8th year of elementary and middle school, whose information was recorded in field notes; questionnaire with the teachers of these classes; semi-structured interview with a transgender woman, in order to understand how their relationship with the school happened. Finally, part of the collected data was analyzed through the Content Analysis method, in order to interpret the results and generate new meanings. As a result, it was noticed that the relations between the students and their teachers in the first year are much more focused on the gender dimension, whereas in the 8th year issues arise that involve sexuality. The absence of observation of conflict situations involving gender and sexuality has demonstrated the decrease in the possibilities of exploration of the body as students become older and more sexualized. On the other hand, it is evident in the speech of transgender subject different situations of conflict faced in the school. The importance of a school offering an education that promotes freedom over the body and the understanding that there are multiple ways of composing identities is underscored. Assuming as central axis a critical posture to normative education, the possibilities for a queer perspective in education are discussed