Submitted by Maria Emília Carvalho Ribeiro (maria.ribeiro@ucsal.br) on 2016-09-08T22:37:17Z No. of bitstreams: 1 Carmedite Moreira Santos Silva.pdf: 1235543 bytes, checksum: 57146f6d39ddc33cdd43c035674c39d4 (MD5) / Approved for entry into archive by Maria Emília Carvalho Ribeiro (maria.ribeiro@ucsal.br) on 2016-09-08T22:38:07Z (GMT) No. of bitstreams: 1 Carmedite Moreira Santos Silva.pdf: 1235543 bytes, checksum: 57146f6d39ddc33cdd43c035674c39d4 (MD5) / Made available in DSpace on 2016-09-08T22:38:07Z (GMT). No. of bitstreams: 1 Carmedite Moreira Santos Silva.pdf: 1235543 bytes, checksum: 57146f6d39ddc33cdd43c035674c39d4 (MD5) Previous issue date: 2012-02-27 / Esta é uma pesquisa de natureza qualitativa e exploratória realizada em uma Universidade pública do interior do Estado da Bahia. O objetivo principal foi conhecer a visão de estudantes concluintes do Curso de licenciatura em Pedagogia sobre o relacionamento da escola com famílias homoafetivas a partir e como objetivos específicos foram definidos: Identificar as contribuições do Curso, voltadas para a prática docente na lida com famílias homoafetivas; Verificar se foram fornecidos a essas (es) discentes componentes curriculares que abordassem o tema em questão; se houve acesso a documentos produzidos sobre questões concernentes ao tema em estudo e apresentar a opinião das (os) discentes voltada para contribuição ao Curso de Licenciatura, no que se refere a subsidiar a formação para lidar com famílias homoafetivas no espaço escolar. Participaram do estudo cinco formandas(os) da mulheres e homens com idades entre 20 e 50 anos. Para tanto a coleta de dados baseou-se em entrevistas semiestruturadas, através de um roteiro, contendo na primeira parte dados referentes à caracterização da amostra e na segunda, questões baseadas nos objetivos da pesquisa. Os dados foram analisados considerando a técnica de análise de conteúdo de onde emergiram categorias e subcategorias, analisadas no estudo e através das quais foi possível apresentar os seus resultados. No que se refere à visão das (os) discentes sobre a relação escola e famílias homoafetivas, destacouse nos depoimentos, a existência do preconceito velado e/ou explicito da escola bem como o despreparo das(os) professoras(es) . Encontramos também como resultado que o curso em questão pouco ou nada contribuiu para a prática profissional na lida com famílias homoafetivas na escola, pois não contemplam a discussão da questão durante a formação universitária havendo uma espécie de “negação” dessa abordagem, através da invisibilidade do tema. A superficialidade da abordagem dos documentos oficiais que tratam da questão durante o Curso foi notadamente declarada pelas (os) discentes. Nos depoimentos foram apresentadas como contribuição para que o Curso possa efetivamente contribuir para a prática profissional no que concerne ao preparo para lidar com famílias homoafetivas na escola as (os) formandas (os) reportaram- se à inclusão de componentes curriculares que contemplem a questão da homoparentalidade/ homoafetividade, destacando que a complexidade do tema exige a interface com variadas áreas do conhecimento. Ressaltamos que embora as (os) discentes participantes deste estudo tenham declarado que o Curso pouco suporte ofereceu à sua prática profissional, já são docentes, e como tal, representam uma parcela da escola, o que pode indicar mudanças efetivas nas suas posturas ao lidar com as diversidades e, em especial, no relacionamento com famílias homoparentais/homoafetivas. Assim, no entendimento que não se pode esgotar essa temática, dada a dinâmica da ciência e da sociedade em constantes mudanças, esperamos suscitar discussões e reflexões que possam contribuir para impulsionar novas pesquisas. / This research is a qualitative and exploratory, held in a public university in the state of Bahia, aiming at knowing the vision of (the) students on the school's relationship with gays families, and specific, we define: Identify contributions of the course, focused on teaching practice in dealing with gays families; Check if these were provided (s) students curriculum components that addressed the subject in question if there was access to documents produced on issues pertaining to the topic under study and present the opinion of (the) students, aimed at contributing to the Degree Course in relation to subsidize the training to deal with gays families in professional practice. Participants were five students’ graduates (the), Course of Pedagogy having as conditions for such participation, are graduates of the Bachelor of Education at 2011.1, women and men aged between 20 and 50 years. For both the data collection was based on semi-structured interviews through a script, the first part containing data on the characterization of the sample and the second, questions based on the research objectives. Data were analyzed considering the technique of content analysis, in which categories and subcategories, analyzed in the study and through which it was possible to present their results. With regard to the vision of (the) students on the relationship between school and gays families, stood out in the statements, the existence of prejudice veiled or explicit school. We also found that the course and outcome in question did not contribute to professional practice in dealing with gays families in school therefore do not address the issue during the discussion of teacher education, with a kind of "denial" of this approach by stealth theme. The superficiality of the approach of the documents dealing with the issue was markedly during declared by (the) students. In testimony presented as suggestions to help with the course in order to equip (the) students for professional practice, with regard to preparation for dealing with gays families the school (the) trainees (the) reported the inclusion of components curricular activities that address the issue of homoparenthood, highlighting the complexity of the issue and requires interfacing with different fields of knowledge. We emphasize that although (the) students participating in this study have stated that the course offered little support in their professional practice, are already teaching, and as such, represent a portion of the school, which may indicate real changes in their attitudes in dealing with the diversity and, in particular, same-sex relationships with gays families. Thus, the understanding cannot be exhausted this subject, given the dynamics of science and society in constant change, we hope to raise discussion and reflection that can help fuel further research.

Orientador: Joaquim Brasil Fontes Junior / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-05T21:29:31Z (GMT). No. of bitstreams: 1 Ferrari_Anderson_D.pdf: 830817 bytes, checksum: 23eec890762c1742d6219aab2911b3c4 (MD5) Previous issue date: 2005 / Resumo: O presente trabalho é resultado do convívio com as pessoas que compõem três grupos gays organizados ¿ o GGB (Grupo Gay da Bahia ¿ Salvador/BA), o CORSA (Cidadania, Orgulho, Respeito, Solidariedade e Amor ¿ São Paulo/SP) e o MGM (Movimento Gay de Minas ¿ Juiz de Fora/MG), em que foi possível entrar em contato com suas formas de agir, de pensar e de se construírem como homossexuais. Os grupos gays tornaram-se locais privilegiados na construção das ¿verdades¿ a respeito do que vem a ser a homossexualidade e o homossexual. Portanto, o objetivo é verificar como esses grupos estão contribuindo para fortalecer a articulação entre discursos, saberes e poder na constituição dos membros como homossexuais / Abstract: This work is the result of an interaction with the people who compose three groups of gays ¿ the GGB (Gay Group from Bahia ¿ Salvador/BA), the CPRSL (Citizenship, Pride, Respect, Solidarit and Love ¿ São Paulo/SP) and the GMM (Gay Moviment from Minas ¿ Juiz de Fora/MG). Through this interaction, it was possible to get in touch with thein ways of acking, of thinking and of making themselves homosexual. The gay groups have become relevant places for the building up of ¿thruths¿ as concerns the conception of homosexuality and homosexual. Therefore, this work aims at verifying the way these group contribute to and give support to the connection between speechs, knowledge and power into their members constitutions as homosexuals / Doutorado / Educação, Conhecimento, Linguagem e Arte / Doutor em Educação

The purpose of this exploratory investigation was to investigate how self-identified gay or bisexual (GB) men with developmental disabilities managed their complex identities. Through various profiling strategies and snowball sampling techniques, seven such GB men volunteered. These key participants resided over a wide geographical area, from the coastal US to the southern part of British Columbia. Semi-structured interviews were conducted with each person, three of whom identified a caregiver as being a particularly important part of his "coming-out" process. Semi-structured interviews were also conducted with these supporting participants, as well as a few other relevant professionals. Key participants' life stories were framed within several theories: namely; Goffman's (1963) stigma, Lave and Wengers' (1991) legitimate peripheral participation, disability theory, queer theory and Smith's (1987) institutional ethnography. Similarly, the supporting professionals' responses were analyzed. The results present rich kaleidoscopic narrative descriptions, and provide many implications for special education practice and queer activism. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

In this thesis I explore the implications of the extension of 'spousal' status to samesex couples from the perspective of queer people who experience intersectional or complex oppression. This study is grounded in a rejection of the necessity or efficacy of attempting to understanding the oppressions facing queer people from only one perspective. I reject the notion that such a simplistic approach to understanding oppression is conceptually honest. Put simply, I argue that what is often characterised as a purely 'gay and lesbian' approach to reform—namely, the consideration of only oppression related to 'sexual orientation' or 'heterosexism'—is in reality the prioritisation of the limited perspective of those who only experience systemic disadvantage related to their race. These people are a small minority of queer people. Unlike many other academics and activists, I do not conclude with a 'yes' or 'no' response to the question of whether same-sex spousal status should be sought. The analysis presented in this thesis does not permit such a final conclusion for three reasons. First, I argue that the implications of the extension of spousal status vary depending on the institutional context; in other words, the extension of spousal status is very different in the context of social assistance law as compared to the provision of employment-related benefits. Secondly, I argue that the extension of spousal status also varies among queer people; for example, the implications of the extension of spousal status to poor queers are vastly different from those who are wealthy. Thirdly, I argue that the decision to support the extension of spousal status to same-sex couples is inherently political; this decision cannot be immunised from political challenge on the basis that it is derived from some allegedly objective legal or socio-scientific calculus. Although I have endeavoured adopt a inter-disciplinary approach, this thesis does focus on legal rights discourse. To my mind, this focus is appropriate given the emphasis on 'rights talk' and the assumed benefits of formal equality within the community of academics and activists working on queer issues. In various parts of this thesis, I focus on the approaches of activists, academics, judges and legislators to the issue of the rights of queer people and the nature of equality. Ultimately, I conclude that until we begin to appreciate the complexity of the oppressions facing queer people, and avoid the false prioritisation of a 'purely gay and lesbian oppression' perspective, we will be unable to work in coalition or to effect progressive social change. / Law, Peter A. Allard School of / Graduate

Using adaptation and queer theory, this essay discusses and analyzes how Henry James’ horror novella The Turn of the Screw has been adapted into a streaming show for Netflix. By showing how The Haunting of Bly Manor removes some of the ambiguity of the original text, this essay claims that the show does not fall victim to the “bury your gays” trope, as it has been accused of. Instead, this essay finds that while the show may not perpetuate this trope, it still maintains the idea that queer stories come with tragic backstories and trauma.

A Dissertation submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements for the degree of Master of Art by Research in Linguistics / Wits Pride is an initiative spearheaded by the Transformation and Gender Equity Office, at the University of the Witwatersrand. Beginning in 2010, the event has been held annually and has grown from a week-long event to a two-week long event which focuses on “creating a non-heterosexist, non-cissexist, non-homophobic and non-transphobic university environment”. Prior to 2010, it happened as part of the events of the campus LGBTQIA+ society Activate, and was not explicitly supported by the university as it is now, under the name “Wits Pride”. With the university’s name attached to it, Wits Pride gained institutional support and that came with more visibility. Wits Pride was now able to advertise widely, producing posters for campus use, t-shirts to give freely to students, as well as issuing press releases to the general public. As a result, journalists came to campus to report on Wits Pride and these reports, along with the texts produced by the Wits Pride Office are the focus of this paper. The paper analyses newspaper articles, posters and t-shirts, with the aim of explicating the discursive strategies used by Wits Pride and external media to represent Wits Pride. These representations are analysed diachronically, to see if and how they have changed over time, by espousing a Queer Linguistic approach which uses Multimodal Critical Discourse Analysis to analyse the various texts. Keywords: Wits Pride, MMCDA, Queer Linguistics, Sexuality, Space / GR2018

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This dissertation examines the gay rights movement occurring in Dallas, Texas, from the mid-twentieth century to present day by focusing on the work of the Dallas Gay and Lesbian Alliance (DGLA), previously known as the Dallas Gay Political Caucus and the Dallas Gay Alliance. Members of that group utilized a methodology they called "the Dallas Way" that minimized mass protests and rallies in favor of using backroom negotiations with the people who could make the changes sought by the movement. The fact that most of the members of the DGLA were white, professional men aided in the success of their methodology. Particularly useful in this type of effort is the use of legal action. The Dallas community supported several lawsuits that attempted to overthrow various versions of sodomy laws in the Texas Penal Code that criminalized an entire population of gay men and lesbians in the state.

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