Lições de gênero e sexualidade em livro didático de língua portuguesa: necessidades de estranhamentos

Abstract

Given the context in which we live, in which prejudice and statistics of violence against LGBTQIA+ people grow every day, in view of the role of the school in the formation of subjects for living in society, we note the need for education that seeks recognize and legitimize these other forms of life that do not fit the intelligible gender parameters strongly present in our culture. In this understanding, this study aimed to understand whether issues of gender and sexuality appear in systematized school education, in order to realize whether these approaches are treated as an object of knowledge in Portuguese language classes at high school, in order to discuss the need for a subversive and undisciplinary approach, in the proposal of this discipline, favoring the teacher of Literature to build a queer posture in linguistic-discursive studies. The research was carried out in an multidisciplinary/transdisciplinary perspective, which we took as a theoretical-methodological framework Borba (2015 [2006]), Butler (2003 [1990]), Lívia and Hall (2010 [1997]), Finegan (1997), MCBeth (2000), Santos Filho (2015a; 2015b; 2015c; 2017a; 2017b), Gonçalves (2017), Moita Lopes (2013), among others. The analysis procedures consist of the enunciative-discursive reading from a queer perspective of the proposals for content and activities present in a textbook for the 3rd year of high school, used in a public school located in a city in the countryside. In this process, I sought to identify the interpellative performative project with a school-educational function in Portuguese, in which it educates bodies and identities.