Escola pública do agreste alagoano e a ideologia de gênero: o que o ensino de língua inglesa tem a ver com isso?

Abstract

In recent years we have seen many studies related on language, gender and sexuality (SANTOS FILHO, 2012; LOURO, 2015, MOITA LOPES, 2006 and others), discussions about the approach of transversal themes on regular school in previewed in PCN (1997). ) and LDB (BRASIL, 1996). The importance of the debate about gender and sexuality in the school advocated in PCN is because sexuality is not seen only as a heterosexual conjugation; education, in this aspect, makes the promotion of citizenship central to collaborate in overcoming the marked situation of inequality that many Brazilians live in (MOITA LOPES, 1999, p.18). About the unequality, we can see a text on The New York Times that shows that Brazil is experiencing an "epidemic of anti-gay violence", which, according to some balance, has given Brazil a more deadly country position for the lesbian, gay, bisexual and transgender" (JACOBS, 2016). There are some parts of legislative assemblies in education plans that Santos Filho (2015) calls the "witch hunt" in the discussion of gender and (sex)uality in schools, the controversial Projeto Escola Livre. Face with this present problem, I tried to identify how the issue of respect for different gender position is understood by students and teachers of basic education and as specific objectives I sought 1) to understand which conception of transversal themes related to plurality of ideas and tolerance on the issue of gender and sexuality underlies LDB and PCN; 2) Understand a notion of 'gender ideology' that underlies the Projeto Escola Livre, and its interference in the classroom; 3) Understand what conceptions of gender, sexuality and gender ideology permeate the practices of direction, coordination and my foreign language classroom. In order to do so, I took as corpus for this research the students and managers speeches, and to collect data, a dialogical analysis of their speeches, trying to understand their view about gender as transversal theme on LDB and the PCN. I also collected data with class diaries from my English language classes, which address the issues of gender and sexuality. The results aim to understand the importance of the debate about gender and sexuality, to make teachers take these and other emerging issues as a moment to reflect on our practices, linking the teaching-learning process with social practice where a language has a central role.