A política educacional brasileira em interface com a diversidade sexual no período de 2003 a 2014

• Ano de defesa: 2016
• Autor(a) principal: Souza, José Antonio Correia De
• Orientador(a): Amaral Filho, : Fausto dos Santos
• Banca de defesa: Sierra, Jamil Cabral, Viana, Ieda
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Tuiuti do Parana
• Programa de Pós-Graduação: Mestrado em Educação
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: Política educacional brasileira; Diversidade sexual e de gênero na educação; Movimento social LGBT; Homofobia
• Palavras-chave em Inglês: Brazilian educational policy; Sexual and gender diversity in education; GLBT social movement; Homophobia
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Resumo em Inglês: This is a qualitative based research which makes use of the content analysis approach as a means of tackling the data collected. The database is constituted by documents, plans and programs related to the right to education of lesbian, gay, bisexual, tranvestite, transexual and transgendered people (LGBT) published from 2003 to 2014, as well as interviews conducted with six militants. The main objective of the study was to comprehend the trajectory of public policies to sexual and gender diversity in the scope of education in the time frame studied. Additionally, this research had three specific objectives: i) understand how the relationship LGBT social movement-the State in the construction of policies towards education from 2003 to 2014 is portrayed. ii) examine the understanding of identities in the analyzed documents and in the speech of the participants interviewed; and iii) identify and discuss the implications deriving from the enlargement of rights and visibility of LGBT. In order to support the analysis, I refer to a theoretical background which could potentially and adequately approach the inherent complexity of sexual and gender diversity as performative, that is, constructed through reiterated discursive practices. Therefore, insights from queer theory are of paramount importance in the study, as well as the foucaultian account of a discursive constitution of sexuality, directing these constructs to educational policies. Data analysis demonstrates that there are, in the time frame considered, an interconnection between the State and LGBT social movements in the construction of the policies, also implying in intricate and sometimes apparently contradictory power relations in such interconnection. Besides, it was possible to note an essencialist view of identities, which leads to an act of hierarchizing of bodies in the documents and programs that encompass education and also in the speech of participants. It is also noticeable the fact that, according to what can be seen in the data, homophobia prevails despite civil rights and visibility reached by LGBT in recent years.
• Link de acesso: http://tede.utp.br:8080/jspui/handle/tede/1577

This is a qualitative based research which makes use of the content analysis approach as a means of tackling the data collected. The database is constituted by documents, plans and programs related to the right to education of lesbian, gay, bisexual, tranvestite, transexual and transgendered people (LGBT) published from 2003 to 2014, as well as interviews conducted with six militants. The main objective of the study was to comprehend the trajectory of public policies to sexual and gender diversity in the scope of education in the time frame studied. Additionally, this research had three specific objectives: i) understand how the relationship LGBT social movement-the State in the construction of policies towards education from 2003 to 2014 is portrayed. ii) examine the understanding of identities in the analyzed documents and in the speech of the participants interviewed; and iii) identify and discuss the implications deriving from the enlargement of rights and visibility of LGBT. In order to support the analysis, I refer to a theoretical background which could potentially and adequately approach the inherent complexity of sexual and gender diversity as performative, that is, constructed through reiterated discursive practices. Therefore, insights from queer theory are of paramount importance in the study, as well as the foucaultian account of a discursive constitution of sexuality, directing these constructs to educational policies. Data analysis demonstrates that there are, in the time frame considered, an interconnection between the State and LGBT social movements in the construction of the policies, also implying in intricate and sometimes apparently contradictory power relations in such interconnection. Besides, it was possible to note an essencialist view of identities, which leads to an act of hierarchizing of bodies in the documents and programs that encompass education and also in the speech of participants. It is also noticeable the fact that, according to what can be seen in the data, homophobia prevails despite civil rights and visibility reached by LGBT in recent years.