Quem vê cara não vê orientação, nem a identidade de gênero: compreensões e práticas docentes frente às LGBTIfobia na escola

Abstract

Lesbians, gays, bisexuals, travestites, male and female transsexuals, intersex (LGBTI) suffer homophobia at school. Even though it is considered crime, like racism (STF, 2019), at school, this homophobia is manifested in the contempt of speeches in which sexual orientation and gender identity are addressed. The researches that theorize about the silencing of school on homophobia are organized by pedagogy of sexuality (LOURO, 1999), omission (DINIS, 2011), heteroterrorism (BENTO, 2011), subjection (ANDRADE, 2012) and closet (JUNQUEIRA, 2013). On the other hand, there are teachers who create a space of sociability for LGBTI+ (RANNIERY, 2016) through gaps and partnerships (SEFFNER e CAETANO, 2016; AMARO, 2018; SEPULVEDA e SEPULVEDA, 2018). The aim of this work is to investigate the comprehension of teachers about their actions towards homophobia at school. The methodological process is based on the assumptions of the qualitative research in education (GATTI e ANDRÉ, 2013), and is built in three methodological steps. The first step refers to the reception of the investigation project on actions towards homophobia at school in 12 schools -- we have observed and participated in 23 actions of this project. The second step concerns to the content analysis (BARDIN, 2011) of teaching practices that occur at school via work project; content immersion, project evaluation meeting; advice of students and teachers training. The third step happens through eight interviews with teachers who developed work projects and organized teachers training in an institutionalized way. The research revealed the existence of a Pedagogy of approaching to LGBTI developed at schools. Such pedagogy takes place in the relation between teachers, students, principals, coordinators, people and other institutions in the creation of movements that approach students’ requests, gender awareness, gender identity and sexual orientation, institutionalization of activities and school practices, and the establishment of partnerships with people outside of the school environment.