“When I was playing, I revealed to be gay”: : The gender "manufactured" in childhood

This article aims to reflect childhood play in the trajectories of six gay teachers, graduated in Pedagogy, Mathematics and Biology courses at Campus VII, of the State University of Bahia – UNEB. The theoretical support of this study is based on the theory about studies of gender, sexuality, homosex...

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Principais autores: Ferreira Dias, Alfrancio, Rios, Pedro Paulo Souza, Brazão, Paulo
Formato: Online
Idioma:por
Publicado em: Portal de Periódicos Eletrônicos da UFRN
Endereço do item:https://periodicos.ufrn.br/educacaoemquestao/article/view/18651
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spelling oai:periodicos.ufrn.br:article-186512019-11-29T20:35:33Z “When I was playing, I revealed to be gay”: : The gender "manufactured" in childhood "Cuando Jugaba, revelé ser gay":: El Género "fabricado" en la infancia “As brincadeiras denunciavam que eu era uma criança viada”:: O gênero "fabricado" na infância Ferreira Dias, Alfrancio Rios, Pedro Paulo Souza Brazão, Paulo Narrativas (Auto)biografias. Gênero. Homossexualidades. Performatividade. (Auto) biographical Narratives. Gender. Homosexualities. Performativity. Narrativas (Auto)biográficas. Género. Homosexualidades. Performatividad. This article aims to reflect childhood play in the trajectories of six gay teachers, graduated in Pedagogy, Mathematics and Biology courses at Campus VII, of the State University of Bahia – UNEB. The theoretical support of this study is based on the theory about studies of gender, sexuality, homosexuality, playfulness and queer studies. We developed a qualitative research with a (auto) biographical approach on teachers' life experiences and their formative trajectories. The gay boy is revealed in the transgression of the authorized game. As a result, girls and gays are victims of insults, surveillance, segregation, silencing and social repression. To avoid possible aggression, many children adopt duplicity and secret play. More reflections on non-normative sexualities in the school environment are needed as a potential educational instrument for the production of difference, and not as a synonym for diversity, commonly presented in school programs. Este artículo tiene como objetivo reflexionar sobre los juegos infantiles de seis maestros homosexuales que se gradúan en los cursos de Pedagogía, Matemáticas y Biología, Campus VII, Universidad de Bahía - UNEB. Teóricamente, esta investigación se basa en estudios de género, sexualidad, diversión y estudios queer. Desarrollamos una investigación cualitativa con un enfoque (auto) biográfico sobre las experiencias de vida de los docentes y suyas trayectorias formativas. Descubrimos que el niño gay se revela en la transgresión del juego autorizado. Como resultado, las niñas y los homosexuales son víctimas de insultos, vigilancia, segregación, silenciamiento y represión social. Para evitar una posible agresión, muchos niños adoptan la duplicidad y el juego encubierto. Se necesitan más reflexiones sobre las sexualidades no normativas en el entorno escolar como un instrumento potencial de educación para la producción de la diferencia, y no como un sinónimo de diversidad, comúnmente presentado en los programas escolares. O presente artigo tem por objetivo refletir sobre as brincadeiras de infância de seis professores gays egressos dos cursos de licenciatura em Pedagogia, Matemática e Biologia do Campus VII, da Universidade do Estado da Bahia – UNEB. Teoricamente esta pesquisa baseia-se nos estudos de gênero, na sexualidade, na ludicidade e nos estudos queer. Desenvolvemos uma pesquisa qualitativa com uma abordagem (auto)biográfica sobre as experiências de vida e as trajetórias formativas dos professores. Verificamos que a criança viada se revela na transgressão das brincadeiras autorizadas. Em consequência, meninas e gays são vítimas de insultos, vigilância, segregação, silenciamento e repressão social. Para se prevenirem das possíveis agressões muitas crianças adotam a duplicidade e o jogo dissimulado. São necessárias mais reflexões sobre as sexualidades não normativas no ambiente escolar como instrumento potencial da educação para a produção da diferença, e não como sinônimo de diversidade, comumente apresentado nos currículos escolares. Portal de Periódicos Eletrônicos da UFRN 2019-11-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://periodicos.ufrn.br/educacaoemquestao/article/view/18651 Revista Educação em Questão; v. 57 n. 54 (2019): out./dez. 2019 1981-1802 0102-7735 10.21680/1981-1802.2019v57n54 por https://periodicos.ufrn.br/educacaoemquestao/article/view/18651/12269
institution Periódicos UFRN
collection Portal de Pediódicos Eletrônicos da UFRN
language por
format Online
author Ferreira Dias, Alfrancio
Rios, Pedro Paulo Souza
Brazão, Paulo
spellingShingle Ferreira Dias, Alfrancio
Rios, Pedro Paulo Souza
Brazão, Paulo
“When I was playing, I revealed to be gay”: : The gender "manufactured" in childhood
author_facet Ferreira Dias, Alfrancio
Rios, Pedro Paulo Souza
Brazão, Paulo
author_sort Ferreira Dias, Alfrancio
title “When I was playing, I revealed to be gay”: : The gender "manufactured" in childhood
title_short “When I was playing, I revealed to be gay”: : The gender "manufactured" in childhood
title_full “When I was playing, I revealed to be gay”: : The gender "manufactured" in childhood
title_fullStr “When I was playing, I revealed to be gay”: : The gender "manufactured" in childhood
title_full_unstemmed “When I was playing, I revealed to be gay”: : The gender "manufactured" in childhood
title_sort “when i was playing, i revealed to be gay”: : the gender "manufactured" in childhood
description This article aims to reflect childhood play in the trajectories of six gay teachers, graduated in Pedagogy, Mathematics and Biology courses at Campus VII, of the State University of Bahia – UNEB. The theoretical support of this study is based on the theory about studies of gender, sexuality, homosexuality, playfulness and queer studies. We developed a qualitative research with a (auto) biographical approach on teachers' life experiences and their formative trajectories. The gay boy is revealed in the transgression of the authorized game. As a result, girls and gays are victims of insults, surveillance, segregation, silencing and social repression. To avoid possible aggression, many children adopt duplicity and secret play. More reflections on non-normative sexualities in the school environment are needed as a potential educational instrument for the production of difference, and not as a synonym for diversity, commonly presented in school programs.
publisher Portal de Periódicos Eletrônicos da UFRN
publishDate 2019
url https://periodicos.ufrn.br/educacaoemquestao/article/view/18651
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