Thesis (M.S.)--University of Tennessee, Knoxville, 2004. / Title from PDF t.p. (viewed Jan. 13, 2005). Thesis advisor: E. Grady Bogue. Vita. Includes bibliographical references (p. 81-85).

Thesis (Ph. D.)--Pennsylvania State University, 2004. / Title from PDF title page (viewed on Apr. 5, 2005). Includes bibliographical references (p. 106-116).

Thesis (M.A.)--Trent University, 1999. / Includes bibliographical references (leaves 149-172).

Thesis (Ph. D.)--Ohio State University, 2005. / Title from PDF t.p. (viewed on May 21, 2006). Includes bibliographical references (p. 266-278).

Thesis (Ph. D.)--University of Melbourne, 2001. / Includes bibliographical references (leaves 211-225).

Thesis (M. Ed.)--University of Northern British Columbia, 2000. / Includes bibliographical references (leaves 58-60).

Thesis (Ph. D.)--University of Notre Dame, 2005. / Thesis directed by Daniel J. Myers for the Department of Sociology. "July 2005." Includes bibliographical references (leaves 242-274).

Thesis (M.A.)--University of Saskatchewan, 2005. / Title from PDF title page (viewed on Apr. 26, 2006). Includes bibliographical references (p. 113-117).

"A thesis submitted to the Miami University Honors Program in partial fulfillment of the requirements for University Honors." / Title from PDF t.p. (viewed on May 7, 2006). Includes bibliographical references.

Esta dissertação é parte integrante da linha de pesquisa Currículo: sujeitos, conhecimentos e cultura e do grupo de pesquisa Currículo, cultura e diferença coordenado pela Prof Dr Elizabeth Fernandes de Macedo. Neste trabalho analisei os embates através das articulações discursivas em torno do kit anti-homofobia do Projeto Escola Sem Homofobia do Ministério da Educação. O objetivo deste trabalho era responder o que pode ter contribuído para que o discurso contrário à implementação deste projeto tenha saído hegemônico nesta disputa, e se seria este material um desestabilizador na discussão binária que envolve esta temática ou se reforçaria este binarismo. Para isso, utilizei como aporte teórico estudos pós-coloniais, estudos pós-estruturais, teoria do discurso, discussões do campo do currículo e teoria queer. Metodologicamente, acompanhei os argumentos dxs atorxs políticos que posicionaram-se favoráveis à utilização deste kit nas escolas e os argumentos dos que posicionaram-se contrariamente em alguns veículos de imprensa de relevância nacional e nos pronunciamentos nos plenários da Câmara e no Senado no período de novembro de 2010 a outubro de 2012. A análise evidenciou que os embates discursivos provocados por tais ações governamentais podem ser um convite às resignificações da tradição cultural brasileira tão marcada pelo sexismo e a homofobia. / This dissertation is an integral part of the research line Currículo: sujeitos, conhecimentos e cultura which is coordinated by Prof. Dr. Elizabeth Fernandes de Macedo. In this work I have analysed the conflicts that took place through discursive articulations on the anti-homophobia kit of the project Escola Sem Homofobia from the Ministry of Education. The aim of this work was to answer about what might have contributed for the discourse against the implementation of such project to have come out of these conflicts as a hegemonic one. Moreover, the work also aims at answering if this material would be a destabilizer in the binary discussion that is involved in this set of themes or if it world reinforce such binary frame. To that end, I used the following as theoretical resources: post-colonial studies, post-structural studies, discourse theory, discussions on the field of curriculum, and queer theory. Methodologically I followed both the arguments of the political actors who positioned themselves favourably to the utilization of this kit in schools and the arguments of those who positioned themselves against it in some nationally relevant media outlets, as well as in the pronouncements issued in the House of Representatives and the Senate plenary sessions, from November 2010 to October 2012. The analysis evidenced that the discursive conflicts provoked by such governmental actions may be an invitation to resignifying Brazilian cultural tradition, which is so marked by sexism and homophobia.