Gêneros e sexualidades dissidentes no currículo: desafios discentes e docentes na escola

Abstract

Who are the childhoods in dissent from the norm of genders and sexualities? What material are they made of? What are the mechanisms used by them to resist the norm? What experiences do they produce? How do teaching practices reverberate in the constitution of these childhoods? The trajectory of the research enunciated here tells about the memories, conversations, and inventions of a teacher about the school(s), the curriculum, teaching practices, and dissident childhoods from the norm of genders and sexualities. We argue that with their insurgent ways, these childhoods seek to resist cisheteronormative power, acting in defense of the right to life. In this sense, their agencies can shake and mess up the curriculum, a device constituted by power relations and discursive strategies for the meaning of bodies. In this movement, these childhoods produce, in a two-way street, the struggle to confront intelligible life statutes, and the constitution of differences, which, embodied in their bodies, make them happy and eager for life, dreams and freedom. This research is based on post-critical theories and methodologies - post-structuralist studies, post-modern studies, cultural studies and queer/cuir studies. This theoretical-methodological set conceives the realities of the contexts in which childhoods are immersed, taking discursive practices as the center of analysis. As objectives, we propose: a) to analyze the curricular practices that constitute the education of dissident childhoods from the norm of genders and sexualities; b) identify the modes of resistance that dissident children's bodies produce to survive in the field of the school curriculum, and; c) analyze the movements of teacher resistance to the cisheteronorm. The information is studied through the Discourse Analysis in Foucault and produced: a) in the conversations woven in the circles with the teachers, and, b) in the diary of memories of/in the school routine with the childhoods in dissidence of the norm. We emphasize that the narratives shared here are fictional, told from my experiences in the field of curricular practices in basic education. These are my interpretations, of what I saw, lived and heard, of “fictions, in the sense that they are 'somethingconstructed', as fiction does not mean that it is false or non-factual, but a production of those who write. The locus of the research is located in elementary schools of public education in themunicipal networks of Maceió and state of Alagoas. This study suggests possible paths for reflection and the identification of other curriculum production tracks that could launch themselves into the counter-hegemony of the norm. The research also allowed a reflection on the ways in which the discussion about dissident childhoods from the norm of genders and sexualities has been carried out at school, as well as, despite the school being a conservative place, and in recent years being affected by ultraconservative attacks, the research noticed that this institution has become politicized, expanding to new experiences in the perspective of genders and sexualities.