Gênero e sexualidade: o que revelam os grafitos produzidos por jovens no espaço escolar

• Ano de defesa: 2025
• Autor(a) principal: Melo, Tatiele Nascimento Santos
• Orientador(a): Iriart, Mirela Figueiredo Santos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Feira de Santana
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: DEPARTAMENTO DE EDUCAÇÃO
• País: Brasil
• Palavras-chave em Português: Grafitos; Juventude; Gênero; Sexualidade
• Palavras-chave em Inglês: Graffiti; Youth; Gende; Sexuality
• Área do conhecimento CNPq: EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: http://tede2.uefs.br:8080/handle/tede/1871

This dissertation investigates expressions of gender and sexuality through graffiti produced by young people in the school environment, focusing on a public school in Feira de Santana, Bahia. The study is based on the premise that graffiti, often seen as acts of vandalism, are, in fact, important manifestations of identity, belonging, and resistance, revealing complex issues related to race, gender, and sexuality. The research aims to understand the meanings and significance that young people attribute to these inscriptions, analyzing how they reflect the social and cultural dynamics that permeate their experiences. The methodology adopted is qualitative, using cartography as an investigative method. The research was conducted with students from the 8th and 9th grades of Elementary School II, aged between 14 and 17, in a school located in a peripheral neighborhood of Feira de Santana. Photographic records of the graffiti, field diaries, socio-identity questionnaires, and discussion groups were used to collect and analyze the data. Intersectional analysis allowed for an exploration of how oppressions related to race, gender, and class intertwine in youth expressions. The results reveal that graffiti serve as a form of unconventional language used by young people to express their identities and challenge social norms. The inscriptions address themes such as sexuality, gender-based violence, racism, and social inequalities, reflecting the tensions and contradictions present in the school environment. Young people use graffiti as a language of resistance, through which they can discuss topics that are often silenced or marginalized, such as homosexuality, harassment, and domestic violence. Graffiti, therefore, are not just physical marks but also visual texts that carry multiple layers of meaning. In conclusion, this study contributes to the understanding of youth cultures in the school space, highlighting the importance of viewing graffiti as a grammar of the body and performances of gender and sexuality.