Territorialidades LGBTQIA+ na educação básica: a Oficina Geográfica de Gênero e Sexualidade como ferramenta de luta e resistência
This research proposes the school area as a stage for the implementation of a geographic educational methodology that allows the articulation of student as protagonists, emphasizing the spatial practices of LGBTQIA + students. Even though, by many components of the school community, are considere...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/33088 |
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| Resumo: | This research proposes the school area as a stage for the implementation of a
geographic educational methodology that allows the articulation of student as
protagonists, emphasizing the spatial practices of LGBTQIA + students. Even
though, by many components of the school community, are considered deviant
to heteronormative and hegemonic socio-cultural standards have been facing in
the last decades an erasing by educational politicians that are clearly positioned
on the inclusion and diversity in the scope of gender and sexuality discussions.
Therefore, we chose the concept of Territory (and its derivatives: territorialities
and experienced territories) as a direction for the study, since spatial practices
become “marginal” experiences, implying the transposition of frontiers,
generation of conflicts and construction of territorialities to from power
relationship. The final product is an interdisciplinary Geographic Workshop that
addresses content that articulates Geography, Gender and Sexuality in
Elementary School II. The theoretical basis revolves around the concepts of
Territory, Gender and Sexuality and the concept of Maldita Geography, having
as references: SILVA, ORNAT & CHIMIN JÚNIOR (2013); TUAN (1985);
RAFFESTIN (1993); SILVA et all. (2013); THIOLLENT (1986); RIBEIRO (2017);
VENCATO (2014); ABRAMOVAY (2015), SOUZA (2013); MOORE (2000);
BOURDIEU (1999); LOURO (2000); JUNQUEIRA (2009); WALTRIK (2018), in
addition to the documents that support Brazilian education. The methodology is
based on action research, present in the daily lives of many teachers, and unfolds
in a set of educational practices based on an experiment reality. The result arises
from the analysis of the geographic workshop, presented by activities,
questionnaire, interviews and testimonies. Therefore, we believe that this
educational product serves as a guide in the process of struggle for an inclusive
education that values respect for diversity in the school environment and the
strengthening of the territorialities of LGBTQIA + students. |
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