Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study was developed with Arts Educator who works in Basic Education in the Municipal Schools in the City of Uberlândia, Minas Gerais, Brazil. These teachers participated, in 2012, in meetings of continued training offered by Centro de Estudos e Projetos Educacionais Julieta Diniz CEMEPE. The Problem pursues recognize how these teachers constructed knowledge about sexual diversity in their classrooms. The general objective of this Doctorate Investigation is to understand and register the discourses of these teachers of Visual Arts about sociocultural structures that prevent or empower the development of educational actions in Arts, focused on sexual diversity in the classroom. Therefore are proposed the following specific objectives: A) analyze, from the theoretical perspective of visual culture, discourses measured by those teachers, the interconnections between the art education and sexual diversity; B) understanding from the viewpoint of these teachers, aspects of their initial and continuing formation that enable the construction of knowledges of sexual diversity; C) Consideration the narratives of these teachers how they constructed discourses about sexual diversity in schools. The methodological orientation was qualitative with the intention to understanding the universe of meanings of the group concerned about the topic of sexual diversity in schools. The method of collecting data was the focus group as a form of promoting an open and flexible discussion with the participants about the topic. In this thesis I use the theoretical bases of Visual Culture that follows a non-hierarchical and inclusive discourse between texts and images, understanding that human experiences, in contemporary, are mediated by visual artifacts coming from various cultural sources. In this perspective, the production of meanings for the images is directly related to the relations of power and knowledge. The analysis of data is guided by theoretical construcionist as reference on sexuality that is discussed in the Foucaultian perspective to offer understanding of institutional dimension, historical and constructive about the sexuality as a social and cultural phenomenon of modernity. / Este estudo foi desenvolvido com professores e professoras de Artes, atuantes no Ensino Fundamental da Rede Municipal de Ensino da Cidade de Uberlândia, Minas Gerais, Brasil e que frequentaram, no ano de 2012, os encontros de formação continuada oferecido pelo Centro de Estudos e Projetos Educacionais Julieta Diniz CEMEPE, vinculado à Secretaria Municipal de Educação, na mesma cidade. O foco da pesquisa é reconhecer como os professores de Artes Visuais constroem saberes sobre a diversidade sexual nas suas salas de aula. O objetivo geral desta investigação de Doutorado é apreender e registrar os discursos desses professores de Artes Visuais sobre as estruturas socioculturais que impedem ou potencializam o desenvolvimento de ações educativas em Artes, voltadas para construção da diversidade sexual em sala de aula. Para tanto estão propostos os seguintes objetivos específicos: A) analisar, a partir da perspectiva teórica dos estudos da Cultura Visual, os discursos aferidos por esses professores, as interconexões entre o ensino de arte e a diversidade sexual; B) compreender, sob a perspectiva docente, os aspectos de sua formação inicial e continuada que possibilitam a construção de saberes para a diversidade sexual; C) Refletir sobre as narrativas desses professores a respeito de como são construídos discursos sobre a diversidade sexual na escola. A metodologia utilizada inspirou-se na abordagem qualitativa, com a intenção de compreender o universo de significados do grupo de professores em questão, sobre a temática da Diversidade Sexual na escola. Para tanto, foi utilizado como procedimento de coleta de dados o Grupo Focal como modo de promover um debate aberto e flexível sobre o tema com os participantes/ colaboradores da investigação. As análises têm como referencial as bases teóricas da Cultura Visual que seguem uma orientação inclusiva e não hierárquica entre discursos textuais e visuais, compreendendo as experiências humanas, na contemporaneidade, também são mediadas por artefatos visuais, advindos de diversas fontes culturais. Nessa perspectiva, a produção de significados para as imagens está diretamente relacionada às relações de poder e saber. A análise dos dados foi orientada por um corpus teórico construcionista sobre a sexualidade, discutida na perspectiva Foucaultiana ao compreender a dimensão institucional, construtiva e histórica da sexualidade como um fenômeno cultural e social da modernidade. / Doutor em Educação

Entendemos que a notícia, principal produto do jornalismo, é construída a partir dos múltiplos discursos que circulam dentro da cultura vigente, influenciados pelos valores relacionados à norma hegemônica que rege os comportamentos sociais. As representações sobre gays, lésbicas, bissexuais, travestis e transexuais pelo discurso jornalístico se fundam num padrão normativo ocidental hegemônico – a heteronormatividade, que hierarquiza e atribui valores aos sujeitos, excluindo determinados indivíduos, práticas e grupos. Nesse sentido, outras formas existentes de expressão da sexualidade são entendidas como fora da norma, o desvio, contribuindo para o preconceito e a discriminação. Analisamos quais visões de cidadania os jornais de referência Folha de S. Paulo e O Estado de S. Paulo ajudam a construir a partir das representações da população LGBT, identificando as marcas nos discursos que revelam esses sentidos. A busca pelo reconhecimento da diversidade sexual opera via normalização, dentro de uma perspectiva que estimula uma cultura de tolerância, na qual estão ancoradas as representações sobre o grupo, fortalecidas pelo discurso moral e ideológico das instituições religiosas que negam a possibilidade de exercício de uma cidadania plena da população LGBT. Concluímos que enquanto a heterossexualidade não for problematizada e debatida na esfera pública de forma aberta e democrática fica difícil romper os preconceitos e a violência contra a população LGBT. E o jornalismo, enquanto campo marcado por disputas, lugar de produção de sentidos e formação de valores, deve buscar cumprir sua função social, buscando contextualizar os fatos a partir da pluralidade de vozes existente na sociedade. / We understand that the news, the main product of journalism, is constructed from the multiple discourses that circulate within the current culture, influenced by the values related to hegemonic norm that governs social behaviors. The representations of gays, lesbians, bisexuals, transvestites and transsexuals by journalistic discourse are based on a hegemonic western normative standard - heteronormativity, which ranks and assigns values to the subjects, excluding certain individuals, groups and practices. In this sense, other existing forms of expression of sexuality are seen as outside the norm, the deviation, contributing to prejudice and discrimination. We analyzed which visions of citizenship the leading newspapers Folha de S. Paulo and O Estado de S. Paulo helps build upon the representations of LGBT people, identifying marks on the discourses that reveal these senses. The quest for recognition of sexual diversity operates through standardization, within a perspective that encourages a culture of tolerance, which are anchored in the representations of the group, strengthened by moral and ideological discourse of religious institutions that deny the possibility of LGBT people live a full citizenship. We conclude that while heterosexuality is not questioned and debated in public sphere in a democratic and open way is difficult to break down prejudice and violence against LGBT people. And journalism, as a field marked by disputes, place of production of meanings and values formation, should seek to fulfill its social function, trying to contextualize the facts from the plurality of voices that exists in society.

Entendemos que a notícia, principal produto do jornalismo, é construída a partir dos múltiplos discursos que circulam dentro da cultura vigente, influenciados pelos valores relacionados à norma hegemônica que rege os comportamentos sociais. As representações sobre gays, lésbicas, bissexuais, travestis e transexuais pelo discurso jornalístico se fundam num padrão normativo ocidental hegemônico – a heteronormatividade, que hierarquiza e atribui valores aos sujeitos, excluindo determinados indivíduos, práticas e grupos. Nesse sentido, outras formas existentes de expressão da sexualidade são entendidas como fora da norma, o desvio, contribuindo para o preconceito e a discriminação. Analisamos quais visões de cidadania os jornais de referência Folha de S. Paulo e O Estado de S. Paulo ajudam a construir a partir das representações da população LGBT, identificando as marcas nos discursos que revelam esses sentidos. A busca pelo reconhecimento da diversidade sexual opera via normalização, dentro de uma perspectiva que estimula uma cultura de tolerância, na qual estão ancoradas as representações sobre o grupo, fortalecidas pelo discurso moral e ideológico das instituições religiosas que negam a possibilidade de exercício de uma cidadania plena da população LGBT. Concluímos que enquanto a heterossexualidade não for problematizada e debatida na esfera pública de forma aberta e democrática fica difícil romper os preconceitos e a violência contra a população LGBT. E o jornalismo, enquanto campo marcado por disputas, lugar de produção de sentidos e formação de valores, deve buscar cumprir sua função social, buscando contextualizar os fatos a partir da pluralidade de vozes existente na sociedade. / We understand that the news, the main product of journalism, is constructed from the multiple discourses that circulate within the current culture, influenced by the values related to hegemonic norm that governs social behaviors. The representations of gays, lesbians, bisexuals, transvestites and transsexuals by journalistic discourse are based on a hegemonic western normative standard - heteronormativity, which ranks and assigns values to the subjects, excluding certain individuals, groups and practices. In this sense, other existing forms of expression of sexuality are seen as outside the norm, the deviation, contributing to prejudice and discrimination. We analyzed which visions of citizenship the leading newspapers Folha de S. Paulo and O Estado de S. Paulo helps build upon the representations of LGBT people, identifying marks on the discourses that reveal these senses. The quest for recognition of sexual diversity operates through standardization, within a perspective that encourages a culture of tolerance, which are anchored in the representations of the group, strengthened by moral and ideological discourse of religious institutions that deny the possibility of LGBT people live a full citizenship. We conclude that while heterosexuality is not questioned and debated in public sphere in a democratic and open way is difficult to break down prejudice and violence against LGBT people. And journalism, as a field marked by disputes, place of production of meanings and values formation, should seek to fulfill its social function, trying to contextualize the facts from the plurality of voices that exists in society.

Made available in DSpace on 2016-12-23T14:36:54Z (GMT). No. of bitstreams: 1 Ariane Celestino Meireles.pdf: 1259138 bytes, checksum: 672e7020f494de8677d9e0eca4ff1500 (MD5) Previous issue date: 2012-06-06 / Este trabalho dedica-se a investigar a dinâmica do debate sobre sexualidade, homofobia e temas correlatos nas escolas da Prefeitura Municipal de Vitória, a partir de depoimentos de professoras lésbicas e bissexuais que atuam na educação básica. Interessou compreender se a identidade sexual dessas professoras é elemento importante nesse contexto e investigar em quais instrumentos se materializam as políticas públicas em educação para a diversidade sexual na Prefeitura de Vitória e nacionalmente. A análise das subjetividades da construção do sujeito político lésbica ou bissexual a partir dos depoimentos das professoras participantes e das que se recusaram a participar evidenciou a ocultação da sexualidade não normativa para garantir o respeito profissional. Evidências de homofobia institucional problematizadas nos depoimentos apontaram que estudantes e professoras(es) são alvo de atitudes de preconceito por orientação sexual na escola, sugerindo insuficiente investimento da prefeitura e da Secretaria Municipal de Educação nas políticas públicas de diversidade sexual na educação. Os instrumentos nacionais analisados evidenciam tendência de promoção da educação sexual na perspectiva heterossexista, com ênfase na prevenção de gravidez e doenças sexualmente transmissíveis, omitindo tanto o debate sobre equidade de gênero e sexual, como a valorização de lésbicas, gays, bissexuais, travestis e transexuais. Destaca os instrumentos que abordam a diversidade sexual, cuja implementação é dificultada pela homofobia institucional. Propõe ações para promover políticas públicas de equidade de gênero e sexual na Secretaria Municipal de Educação de Vitória / The study investigates the dynamic of debate on sexuality, homophobia and related themes in the public schools of the County of Vitória, based on evidence of statements made by lesbian and bisexual female teachers who teach students belonging to the primary education up to the eighth year. The objective is to determine if the sexual identity of such female teachers is an important element in such context and to investigate which instruments materialize the public policy for sexual diversity in education, at the local level of the County of Vitória public school system, as well as at the national level. The analysis of subjectivities in the construction of the political lesbian and bisexual subject, based on the statements of the respondents who were willing to participate and on the refusal of others, brought evidence of the hiding of non-normative sexuality in order to secure professional respect. Evidence of institutional homophobia brought by the statements indicates that students and teachers, both female and male, are target of discrimination on basis of sexual orientation in the schools. Such evidence reveals the lack of investment by the County in the public policy for sexual diversity in education. The additional analysis of the instruments used at the national level suggest a trend towards promoting sexual education based on a heterosexual perspective, with emphasis on preventing pregnancy and sexually transmitted diseases, but lacking both the debate on gender and sexual equity and any attempt to enhance the social status of lesbians, gays and transsexuals. The study highlights the instruments which deal with sexual diversity, but whose implementation is hindered by institutional homophobia, and proposes actions to promote public policies directed to gender and sexual equity in the public school system of the County of Vitória

Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2017-09-29T14:04:33Z No. of bitstreams: 1 Alcemar_Araújo2017.pdf: 859525 bytes, checksum: 4d1b71f3e10b20ae661e8f8f1b982fd9 (MD5) / Made available in DSpace on 2017-09-29T14:04:33Z (GMT). No. of bitstreams: 1 Alcemar_Araújo2017.pdf: 859525 bytes, checksum: 4d1b71f3e10b20ae661e8f8f1b982fd9 (MD5) Previous issue date: 2017-02-17 / The present work has the objective of analyzing the functioning of the journalistic discourse and its processes of production of meanings about 'marriage between people of the same sex' (hereinafter CPMS), in Portugal and Brazil, based on news published in Jornal Diário de News - one of the morning newspapers and one of the main references in Portugal in relation to the circulation, which comprise the periods of June 2010 (when Law No. 9/2010 was approved, which came into effect on June 5, which Allows the CMPS) and June 2011 and, in Brazil, in the G1 News Portal, which, according to the Alexa Internet ranking, is one of the most accessed Brazilian news portals in the country, maintained by Globo.com and under guidance Of Central Globo de Jornalismo, which cover the months of May 2013 (month in which Resolution 175, authorizing the CPMS in Brazil was approved) and May 2014. The temporal cut that we established for the management of the corpus is cohesive with The theoretical proposal that will help us in the analysis of the subjects, since we will observe how the CPMS and, consequently, the homosexuality circulates in these means of communication. The research is based on the French concept of Discourse Analysis, in which we seek to understand how ideology is inscribed in the language and how the subject and the sense are interpellated by the ideology. Based on the thinking of authors such as Pêcheux (1988, 1990), Orlandi (1987, 1999, 2005), Brandão (2008, 2012), Mariani (1998, 1999, 2007), among others, we will observe the aspects related to the processes of sense production And the interpellation of the subject, so that we can discuss the discursive processes that permeate the construction and circulation of journalistic discourse. We intend, above all, to understand how the imaginary formations about sexual diversity become naturalized in the pages of these newspapers, formulating a memory of the future about the CPMS and the homosexual subjects. / O presente trabalho tem por objetivo analisar o funcionamento do discurso jornalístico e seus processos de produção de sentidos sobre o ‘casamento entre pessoas do mesmo sexo’ (doravante, CPMS), em Portugal e no Brasil, a partir de notícias veiculadas no Jornal Diário de Notícias - um dos jornais matutinos e uma das principais referências em Portugal em relação à tiragem, que compreendem os períodos de junho de 2010 (data em que foi aprovada a Lei nº 9/2010, que entrou em vigor no dia 5 de junho, que permite o CMPS) e junho de 2011 e, no Brasil, no Portal de Notícias G1, que, de acordo com o ranking do Alexa Internet, é um dos portais de notícias brasileiros mais acessados do país, mantido pela Globo.com e sob orientação da Central Globo de Jornalismo, que abrangem os meses de maio de 2013 (mês em que foi aprovada a Resolução nº 175, que autoriza o CPMS no Brasil) e maio de 2014. O recorte temporal que estabelecemos para a gestão do corpus é coeso com a proposta teórica que nos auxiliará na análise das matérias, uma vez que observaremos de que forma o CPMS e, consequentemente, a homossexualidade circula nestes meios de comunicação. A pesquisa está fundamenta a partir da concepção francesa de Análise do Discurso, na qual buscamos compreender como a ideologia se inscreve na língua e como o sujeito e o sentido são interpelados pela ideologia. Baseado no pensamento de autores, como Pêcheux (1988, 1990), Orlandi (1987, 1999, 2005), Brandão (2008, 2012), Mariani (1998, 1999, 2007), entre outros, observaremos os aspectos relacionados aos processos de produção de sentidos e a interpelação do sujeito, para podermos discutir os processos discursivos que permeiam a construção e a circulação do discurso jornalístico. Nos propomos, sobretudo, a compreender como as formações imaginárias acerca da diversidade sexual se naturalizam nas páginas desses jornais formulando uma memória do futuro sobre o CPMS e os sujeitos homossexuais.

Submitted by Fabielle Cheuczuk (fabielle.cheuczuk@unioeste.br) on 2017-10-18T19:14:49Z No. of bitstreams: 2 Rosangela da Roza 2017.pdf: 3018030 bytes, checksum: 75d9774d74d9475b52db52c5a53ec1f6 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-10-18T19:14:49Z (GMT). No. of bitstreams: 2 Rosangela da Roza 2017.pdf: 3018030 bytes, checksum: 75d9774d74d9475b52db52c5a53ec1f6 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-06-22 / This research analyzes the sexual diversity in the school space, emerging thematic in the present time, given that it is the context that has been designated as the 3rd place of discrimination against homosexuals, overcome only by the family and by friends and neighbors. Held in 2016-2017, the objective was to identify and analyze the perceptions, conceptions and practices of the high school adolescents of an urban public school in southwestern Paraná on sexual diversity and sexual rights as human and fundamental rights. Anchored in the theoretical-methodological framework of historical-dialectical materialism, it analyzed the question from a critical and reflexive perspective, with the purpose of understanding the concept of sexuality and sexual diversity, to identify the representations of adolescents, to apprehend social reality in which the object was immersed and to substantiate its analysis, in a perspective of totality and consideration of its multiple relations. This is a qualitative research of an ethnographic nature, with questionnaires (93 adolescents, aged between 16 and 18 years) and focus groups (25, of the participants of the questionnaire), as data collection tools. Adolescents participated in five meetings in two weekly focus groups, corresponding to fifteen hours of debates. In the groups, the discussion of ideas was encouraged, in a constant exercise of speaking and listening, and it was sought to deepen the treatment of the questions of the questionnaire. The data analysis was developed throughout the interaction process with the research participants and with the environment in which they were inserted. The research results evidenced the lack of knowledge and the confusion of the subjects on issues related to sexual diversity; the existence of prejudice and discrimination in context; the predominance of the treatment of questions of sexuality and sexual diversity by the teachers under an uncritical, normative, moralistic and /or religious approach, with emphasis on the biological, reproduction, health and sexual violence dimensions; the prevalence of approaching sexuality issues indirectly and unintentionally in the disciplines, pointing to a lack of space for the school to act in sex education work, with a view to recognizing and respecting sexual diversity and sexual rights, based on current legislation; evidenced imperatives of teacher education and some possibilities of paths to be followed, with the aim of moving towards the necessary performance of the school; and the potential of the focus group to promote knowledge and critical reflection on sexual diversity in order to pursue dialogue and students and teacher formation. This procedure has shown that the absence of the imposition of a given ideology is valuable for everyone to feel welcomed in the debate and active in the construction of knowledge. In the struggle against the hegemony of heteronormative logic, education is a way for the ethical formation of young people and for the possibility of knowledge being apprehended and lived meaningfully, in a process in which action is followed by reflection, in a dialectical and continuous movement. / Esta pesquisa analisa a diversidade sexual no espaço escolar, temática emergente na atualidade, haja vista que este contexto é apontado como o 3º lugar de discriminação contra homossexuais, vencido somente pelo familiar e pelo de amigos/as e vizinhos/as. Realizada em 2016-2017, teve o objetivo de identificar e analisar as percepções, concepções e práticas dos/as adolescentes de Ensino Médio, de uma escola pública urbana do Sudoeste do Paraná, acerca da diversidade sexual e dos direitos sexuais como direitos humanos e fundamentais. Ancorada no referencial teórico-metodológico do materialismo histórico-dialético, analisou a questão a partir de um olhar crítico e reflexivo, com vistas a compreender o conceito de sexualidade e de diversidade sexual, para identificar as representações dos/as adolescentes, apreender a realidade social em que o objeto estava imerso e fundamentar sua análise, numa perspectiva de totalidade e consideração de suas múltiplas relações. Trata-se de pesquisa qualitativa de cunho etnográfico, com questionários (a 93 adolescentes, com idade entre 16 e 18 anos) e grupos focais (25 adolescentes, dos/as participantes do questionário), como instrumentos de coleta de dados. Os/As adolescentes participaram de cinco encontros em dois grupos focais semanais, correspondentes a quinze horas de debates. Nos grupos, foi incentivada a discussão de ideias, em um exercício constante de fala e escuta, e buscou-se aprofundar o tratamento das questões do questionário. A análise dos dados foi desenvolvida em todo o processo de interação com os/as participantes da pesquisa e com seu meio de inserção. Os resultados da pesquisa evidenciaram desconhecimento e confusão dos/as participantes sobre as questões relacionadas à diversidade sexual; existência de preconceito e discriminação no contexto escolar; predomínio do tratamento de questões da sexualidade e diversidade sexual, pelos/as professores/as, sob uma abordagem acrítica, normativa, moralista e/ou de cunho religioso, com ênfase na dimensão biológica, de reprodução, saúde e na violência sexual; o predomínio de abordagem das temáticas referentes à sexualidade de modo indireto e não intencional, nas disciplinas, apontando um espaço lacunoso para atuação da escola no trabalho de educação sexual, com vistas ao reconhecimento e ao respeito à diversidade sexual e aos direitos sexuais, com base na legislação vigente. Evidenciaram, também, imperativos da formação de professores/as e algumas possibilidades de caminhos a serem trilhados, na perspectiva de avançar na direção da necessária atuação da escola; e o potencial do grupo focal, para promover o conhecimento e a reflexão crítica sobre a diversidade sexual para prosseguir com o diálogo, na formação de alunos/as e de professores/as. Tal procedimento mostrou que a ausência da imposição de uma ideologia determinada é valiosa para que todos/as se sintam acolhidos/as no debate e ativos/as na construção do conhecimento. Na luta contra a hegemonia da lógica heteronormativa, a educação é um caminho para a formação ética dos/as jovens e para a possibilidade de o conhecimento ser apreendido e vivido com sentido, num processo em que a ação seja seguida da reflexão, em um movimento dialético e contínuo.

De grandes enquêtes en milieu scolaire, au Québec comme ailleurs, ont documenté depuis les années 2000 la portée des violences homophobes, particulièrement à l’école secondaire, ainsi que leurs impacts négatifs sur les élèves qui en sont victimes, qu’ils s’identifient ou non comme lesbiennes, gais, bisexuel(le)s ou en questionnement (LGBQ). La diffusion des résultats de ces enquêtes, ainsi que les constats similaires d’acteurs sur le terrain, ont fait accroitre les appels à la vigilance des écoles quant aux discriminations homophobes pouvant prendre forme en leur enceinte. Plusieurs des responsabilités résultant de cette mobilisation ont échoué par défaut aux enseignants, notamment en raison de leur proximité avec leurs élèves. Cependant, malgré la panoplie de publications et de formations visant explicitement à les outiller à ce sujet, les enseignants rapportent de manière consistante manquer de formation, d’habiletés, de soutien et d’aise à l’idée d’intervenir contre l’homophobie ou de parler de diversité sexuelle en classe. Cette thèse de doctorat vise à comprendre les pratiques d’intervention et d’enseignement que rapportent avoir les enseignants de l’école secondaire québécoise, toutes orientations sexuelles confondues, par rapport à la diversité sexuelle et à l’homophobie. Dans une perspective interdisciplinaire, nous avons interrogé la sociologie de l’éducation, les études de genre (gender studies) et les études gaies et lesbiennes, ainsi qu’emprunté aux littératures sur les pratiques enseignantes et sur l’intervention sociale. Les données colligées consistent en des entrevues semi-structurées menées auprès de 22 enseignants du secondaire, validées auprès de 243 enseignants, par le biais d’un questionnaire en ligne. Étayés dans trois articles scientifiques, les résultats de notre recherche permettent de mieux saisir la nature des pratiques enseignantes liées à la diversité sexuelle, mais également les mécanismes par lesquels elles viennent ou non à être adoptées par les enseignants. Les témoignages des enseignants ont permis d’identifier que les enseignants sont globalement au fait des attentes dont ils font l’objet en termes d’intervention contre l’homophobie. Ceci dit, en ce qu’ils sont guidés dans leurs interventions par le concept limité d’homophobie, ils ne paraissent pas toujours à même de saisir les mécanismes parfois subtils par lesquels opèrent les discriminations sur la base de l’orientation sexuelle, mais aussi des expressions de genre atypiques. De même, si la plupart disent condamner vertement l’homophobie dont ils sont témoins, les enseignants peuvent néanmoins adopter malgré eux des pratiques contribuant à reconduire l’hétérosexisme et à alimenter les mêmes phénomènes d’infériorisation que ceux qu’ils cherchent à combattre. Sauf exception, les enseignants tendent à comprendre le genre et l’expression de genre davantage comme des déterminants de type essentialiste avec lesquels ils doivent composer que comme des normes scolaires et sociales sur lesquelles ils peuvent, comme enseignants, avoir une quelconque influence. Les stratégies de gestion identitaire des enseignants LGB influencent les pratiques qu’ils rapportent être en mesure d’adopter. Ceux qui optent pour la divulgation, totale ou partielle, de leur homosexualité ou bisexualité peuvent autant rapporter adopter des pratiques inclusives que choisir de se tenir à distance de telles pratiques, alors que ceux qui favorisent la dissimulation rapportent plutôt éviter autant que possible ces pratiques, de manière à se garder de faire face à des situations potentiellement délicates. Également, alors que les enseignants LGB étaient presque exclusivement vus jusqu’ici comme ceux chez qui et par qui se jouaient ces injonctions à la vie privée, les enseignants hétérosexuels estiment également être appelés à se positionner par rapport à leur orientation sexuelle lorsqu’ils mettent en œuvre de telles pratiques. Nos résultats révèlent un double standard dans l’évocation de la vie privée des enseignants. En effet, la divulgation d’une orientation hétérosexuelle, considérée comme normale, est vue comme conciliable avec la neutralité attendue des enseignants, alors qu’une révélation similaire par un enseignant LGB est comprise comme un geste politique qui n’a pas sa place dans une salle de classe, puisqu’elle se fait au prix du bris d’une présomption d’hétérosexualité. Nos résultats suggèrent qu’il existe de fortes prescriptions normatives relatives à la mise en genre et à la mise en orientation sexuelle à l’école. Les enseignants s’inscrivent malgré eux dans cet environnement hétéronormatif. Ils peuvent être amenés à y jouer un rôle important, que ce soit en contribuant à la reconduction de ces normes (par exemple, en taisant les informations relatives à la diversité sexuelle) ou en les contestant (par exemple, en expliquant que certains stéréotypes accolés à l’homosexualité relèvent d’aprioris non fondés). Les discours des enseignants suggèrent également qu’ils sont traversés par ces normes. Ils peuvent en effet choisir de se conformer aux attentes normatives dont ils font l’objet (par exemple, en affirmant leur hétérosexualité), ou encore d’y résister (par exemple, en divulguant leur homosexualité à leurs élèves, ou en évitant de conforter les attentes dont ils font l’objet) au risque d’être conséquemment pénalisés. Bien entendu, cette influence des normes de genre diffère d’un enseignant à l’autre, mais semble jouer autant sur les enseignants hétérosexuels que LGB. Les enseignants qui choisissent de contester, explicitement ou implicitement, certaines de ces normes dominantes rapportent chercher des appuis formels à leurs démarches. Dans ce contexte, une telle quête de légitimation (par exemple, la référence aux règlements contre l’homophobie, la mobilisation des similitudes entre l’homophobie et le racisme, ou encore le rapprochement de ces enseignements avec les apprentissages prescrits pour leur matière) est à comprendre comme un outillage à la contestation normative. La formation professionnelle des enseignants sur l’homophobie et sur la diversité sexuelle constitue un autre de ces outils. Alors que les enseignants québécois continuent d’être identifiés comme des acteurs clés dans la création et le maintien d’environnements scolaires non-discriminatoires et inclusifs aux réalités de la diversité sexuelle, il est impératif de les appuyer en multipliant les signes formels tangibles sur lesquelles leurs initiatives peuvent prendre appui (politiques explicites, curriculum scolaire inclusif de ces sujets, etc.). Nos résultats plaident en faveur d’une formation enseignante sur la diversité sexuelle, qui ferait partie du tronc commun de la formation initiale des maîtres. Chez les enseignants en exercice, il nous apparait préférable de miser sur une accessibilité accrue des formations et des outils disponibles. En réponse toutefois aux limites que pose à long terme une approche cumulative des formations spécifiques portant sur différents types d’oppressions (l’homophobie, le racisme, le sexisme, etc.), nous argumentons en faveur d’un modèle d’éducation anti-oppressive au sein duquel les élèves seraient invités à considérer, non seulement la multiplicité et le caractère situé des divers types d’oppressions, mais également les mécanismes d’attribution de privilège, de constitution de la normalité et de la marginalité, et de présentation de ces arbitraires culturels comme des ordres naturels. / In Québec and elsewhere, school climate surveys have documented since 2000 the prevalence of homophobic violence, especially in high schools, and its negative impacts of its victims— whether or not they identify as lesbian, gay, bisexual or questioning (LGBQ). The dissemination of subsequent data, as well as similar observations made by various actors on the field, have resulted in calls for schools to be vigilant towards homophobic discriminations that could take place onto their premises. Many of these responsibilities have fallen onto the shoulders of teachers, partly because of their close proximity to students. However, despite the sheer number of sexual diversity awareness-building training sessions and publications available to them, teachers consistently report lacking the training, the abilities, the support, and the comfort needed to intervene against homophobia or to refer to sexual diversity in class. This doctoral thesis aims at understanding the pedagogical and intervention practices relative to homophobia and sexual diversity that Québec high school teachers of different sexual orientations report putting forth. Borrowing from sociology of education, gender studies, as well as gay and lesbian studies, we adopted an interdisciplinary lens that also incorporated literature on teaching practices and social intervention. Semi-structured interviews were conducted with 22 high school teachers, and these findings were validated through an online questionnaire filled out by 243 teachers. Results detailed in three scientific papers allow a better understanding of teaching practices relating to sexual diversity, but also of the various mechanisms through which they come to be adopted or not by teachers. Teachers seem globally aware of the expectations that surround them in terms of intervening against homophobia. However, since their interventions appear to be guided by the limiting concept of homophobia, they can be unaware of the subtle mechanisms through which discriminations based on sexual orientation, but also atypical gender expressions, can operate. Furthermore, although most teachers claim condemning homophobia, they can nevertheless implement practices that can perpetuate heterosexism and feed into the very symbolic violence they try to put an end to. Aside from rare cases, teachers appear to understand gender and gender expression as essentialist and determinant factors they must learn to work with, rather than social norms they can come to influence as teachers. Identity management strategies advocated by LGB teachers influence the practices they report being capable of, or at ease of, implementing. Teachers opting for total or partial disclosure of their LGB identity can either choose to adopt inclusive practices or to keep at a safe distance from such initiatives. Those who choose to hide their sexual orientation can also consider that implementing practices that are inclusive of sexual diversity is not a viable option for them. Although LGB teachers have long been seen as the ones constrained by these injunctions regarding private life, heterosexual teachers declare having to explicitly state their sexual orientation when they undertake such practices. Our results suggest that teachers are held to different standards with regards to their personal lives. While heterosexual teachers do not hesitate to refer to their heterosexual status, perceived as normal sexual, LGB teachers must assess the most discreet allusion to their home life, in as much as the neutrality supposedly threatened by openly homosexual teachers constitutes a normative and heterosexist status quo. There appears to be strong normative prescriptions relative to gender and sexual orientation in schools. Teachers operate in this heteronormative environment and can come to play an important role in the propagation (for ex., by silencing informations regarding sexual diversity) or the contestation of these norms (for ex., by explaining to students that some of their opinions on LGB people are informed by stereotypes and therefore not empirically valid). The discourses of teachers suggest they themselves are influenced by these norms. They can decide to conform to the normative expectations that target them as teachers (for ex., by asserting their heterosexuality) or choose to resist to them (for ex., by coming out as non-heterosexuals to their students, or by avoiding to explicitly reinforce the expectations that target them) at the risk of being consequently penalized. This influence of gender norms varies from one teacher to another, but seems to be at play for both heterosexual and LGB teachers. The teachers who choose to contest, either explicitly or implicitly, some of these norms report looking for formal signs supporting their initiatives. In this context, their quest of legitimization (whether it is referring to policies against homophobia, calling to mind the similarities between homophobia and racism, or mobilizing the subject in relation to the contents that are prescribed by school authorities) should be understood as a quest for tools to support their normative contestation. Teacher training on homophobia and sexual diversity is another of these tools. As Québec teachers continue to be identified as key actors in the creation and preservation of school environment that are non-discriminatory and inclusive to sexual diversity, it is imperative that they be able to lean on tangible formal signs supporting their actions (ie. explicit policies against homophobia and heterosexism, curriculum that is inclusive of these topics). Our results call for mandatory training sessions on homophobia and sexual diversity for pre-service teachers. In-service teachers would benefit from an improved accessibility of available tools and training rather than mandatory training sessions. Considering the long-term limits that are inherent to a cumulative approach to teaching training – suggesting teachers ought to receive specific trainings on each type of oppression (homophobia, racism, sexism, etc.), we argue for an model based on anti-oppressive education. In this model, students would be taught to consider that knowledge is always situated and that various types of oppressions can operate at once. They would also learn about the social mechanisms through which various groups come to be privileged, normalised or marginalised.

Made available in DSpace on 2016-04-04T18:22:03Z (GMT). No. of bitstreams: 1 Thiago William Felicio Lacerda.pdf: 3127612 bytes, checksum: 0c3b9aaa85a792a6b42c4cb128550896 (MD5) Previous issue date: 2012-12-20 / The work assumes that there are interactions between the observed changes in society and the concepts and uses of public spaces. It approaches the performance of Parade Lesbian, Gay, Bisexual and Transgender and examines how this event fits in with the resignification operated in recent years, in central public spaces of Campinas. The dynamics that were established between the actors involved in the construction process Parade revealed the content of these interactions studied from two aspects relevant around central public spaces: (1) the symbolic potential - reinforced by the choice of paths traversed in dialogue with the government, by Parade, who in the pursuit of political legitimacy and public event associated with the historic rescue of the most emblematic public spaces in central and social life of the city, and (2) the nature of these spaces - remeanings as places urban living democratic, affirmation of sexual diversity and social inclusion by increasing legitimization Parade and other activities of the Community of Lesbians, Gays, Bisexuals, Transvestites and Transsexuals, which has contributed to the urban regeneration of the central spaces of Campinas as public spaces and democratic. / O trabalho parte do princ?pio de que h? intera??es entre as mudan?as observadas na sociedade e as concep??es e usos dos espa?os p?blicos. Aborda a realiza??o da Parada de L?sbicas, Gays, Bissexuais, Travestis e Transexuais e analisa como esse evento se articula com as re-significa??es operadas, nos ?ltimos anos, nos espa?os p?blicos centrais de Campinas. As din?micas que se estabeleceram entre os atores envolvidos no processo de constru??o da Parada revelaram o conte?do destas intera??es estudadas a partir de dois aspectos relevantes dos espa?os p?blicos centrais: (1) o potencial simb?lico refor?ado pela escolha dos trajetos percorridos, na interlocu??o com o poder p?blico, pela Parada, que na busca de legitimidade pol?tica e p?blica do evento associou-se ao resgate hist?rico dos espa?os p?blicos centrais mais emblem?ticos na vida social e urbana da cidade; e (2) a natureza destes espa?os re-significados como lugares urbanos de conv?vio democr?tico, de afirma??o da diversidade sexual e de inclus?o social, pela crescente legitima??o da Parada e de outras atividades da Comunidade de L?sbicas, Gays, Bissexuais, Travestis e Transexuais, que vem contribuindo para a requalifica??o urbana dos espa?os centrais de Campinas como espa?os p?blicos e democr?ticos.

Made available in DSpace on 2016-04-29T14:17:50Z (GMT). No. of bitstreams: 1 Marcos Valdir Silva.pdf: 5140294 bytes, checksum: 9b03bc2c3c1867278382c74d631af8e8 (MD5) Previous issue date: 2009-06-05 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This dissertation intends to expand the debate on the enforcement of rights involving the Lesbian, Gay, Bisexual and Transgender people, in a dialogue with the professional practice of social workers in the Reference Centers for Human Rights in the Prevention and Fight Against Homophobia. As the basis for the research I have reconstructed my life history, its interconnection with the trajectory of the Brazilian LGBT movement and the construction of identity as a professional and an activist. I have also tried to search for and tell the participation of social workers towards the possibility of enforcing LGBT rights. In order to achieve such purpose I have conducted in-depth reading of theoretical approaches to sexual diversity and discussed themes such as sexuality, heteronormativity, sexual orientation and the ethical/political project of professional social workers. These themes are of high importance to overcome the prejudice that still prevails in society to this day. But, as I believe advancements and achievements have been made, I have organized conceptions, terms and information through a documental and bibliographical research on the history of the LGBT movement, resulting in a database consisting of tables, charts and information concerning the legislation and the Reference Centers currently operating in Brazil. This search has allowed me to find people and their experiences and personal accounts, which then required the use of Oral History methodology. As they express their opinions and experiences I had the opportunity to know the reality of those who fight homophobia. Since the enforcement of rights is a result of the acknowledgment of demands and needs by the State, I listened to the accounts provided by social workers from the Reference Centers in Campinas and São Paulo, as they represent today new places for this professional category. An important aspect of this dissertation is the possibility of integrating the LGBT movement struggle with the agenda of the Social Workers´ Professional Councils statewide and nationwide in regard of the sexual orientation. Thus, I perceived that going beyond the rainbow ideas today is to contribute to overcome invisibility and provide opportunities to build rights that are equal to everyone regardless of their sexual orientation / Esta dissertação propõe ampliar o debate quanto à efetivação de direitos da população de lésbicas, gays, bissexuais, travestis e transexuais, fazendo uma interlocução com a prática interventiva dos assistentes sociais que atuam nos Centros de Referência em Direitos Humanos de Prevenção e Combate à Homofobia. Fundamentando a pesquisa, realizei uma reconstrução de minha história de vida, sua interlocução com a trajetória do Movimento LGBT brasileiro e a construção de minha identidade profissional e militante. Busquei também resgatar a participação da categoria profissional frente à possibilidade de efetivação de direitos da população LGBT. Para alcançar tal objetivo realizei um trabalho de aprofundamento teórico da temática da diversidade sexual, discutindo temas como sexualidade, heteronormatividade, orientação sexual e projeto ético-político da profissão, temas estes de suma importância para se conseguir romper com o preconceito ainda hoje existente na sociedade. Mas acreditando que ocorreram avanços e conquistas, sistematizei concepções, termos e informações através de pesquisa documental e bibliográfica sobre a história do Movimento LGBT, apresentando um banco de dados composto por tabelas, gráficos e informações referentes às legislações e aos Centros de Referência hoje existentes no Brasil. Nesta busca encontrei sujeitos e, com eles, suas experiências e narrativas, o que me levou à utilização da metodologia da História Oral para ouvir seus relatos. Ao expressarem seus posicionamentos e experiências, tive a possibilidade de conhecer a realidade daqueles que lutam contra a homofobia. Sabendo que a efetivação de direitos acontece a partir do reconhecimento de demandas por parte do Estado, ouvimos relatos das assistentes sociais que atuam nos Centros de Referência de Campinas e de São Paulo, sendo estes hoje novos espaços de atuação profissional para a categoria. Um aspecto importante da dissertação é a possibilidade de integrar a luta do movimento LGBT com a pauta do conjunto CFESS/CRESS quanto à temática da livre orientação sexual. Assim percebi que transcender o ideário do arco-íris hoje é fazer com que a invisibilidade seja superada, possibilitando oportunidades de construção de direitos iguais a todos, independentemente de sua orientação sexual

Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / The effectiveness of a social skills program in reducing prejudice against sexual and gender diversity in adolescents is analyzed in this study. Twenty-two adolescents between 14 and 17 years old participated in the study, elementary school students from a public school located in Aracaju, capital of Sergipe. A quasi-experimental design of a discontinuous time series with pre-test and post-test was used. In the pre-test the levels of social skills and of prejudice against sexual and gender diversity of the investigated adolescents were verified. Subsequently, the experimental treatment was carried out through social skills training aimed at questions about sexual diversity and, after a week of its closure, the post-test was carried out, in which the levels of social skills and prejudice against Sexual and gender diversity were again checked. The instruments used in the pre and post-test were: Social Skills Inventory for Adolescents and the Sexual and Gender Diversity Prejudice Scale. The intervention had a total of 10 weekly sessions, each of 50 minutes, with a psychoeducational and cognitive-behavioral approach through strategically delineated techniques according to the general objective of the study. The results of the pre-test demonstrated that the youth had a low performance in the general frequency of social skills, as well as in the specific skills related to empathy, self-control, civility, assertiveness, affective approach, social skills and moderate level of prejudice against Sexual and gender diversity. After the intervention, the comparative data between the pre and post-test showed a significant reduction in the level of prejudice of the adolescents and a significant increase in the frequency of emission in three of the six subclasses of social skills, which were: assertiveness, affective approach and social resourcefulness. / Analisa-se a efetividade de um programa de habilidades sociais na redução do preconceito contra a diversidade sexual e de gênero em adolescentes. Participaram do estudo 22 adolescentes com idades entre 14 e 17 anos, alunos do ensino fundamental de uma escola pública localizada no município de Aracaju, Sergipe. Um desenho quase experimental de série temporal descontínua com pré-teste e pós-teste foi utilizado. No pré-teste verificou-se os níveis de habilidades sociais e de preconceito contra a diversidade sexual e de gênero dos adolescentes investigados. Em seguida, o tratamento experimental foi realizado através do treinamento de habilidades sociais voltado para questões sobre a diversidade sexual e, após uma semana do seu encerramento, executou-se o pós-teste, no qual os níveis de habilidades sociais e de preconceito contra a diversidade sexual e de gênero foram novamente aferidos. Os instrumentos utilizados no pré e no pós-teste foram: Inventário de Habilidades Sociais para Adolescentes e a Escala de Preconceito contra Diversidade Sexual e de Gênero. A intervenção contou com o total de 10 sessões semanais, de 50 minutos cada, com abordagem psicoeducativa e cognitivo-comportamental através de técnicas delineadas estrategicamente de acordo com o objetivo geral do estudo. Os resultados do pré-teste demonstraram que os jovens tinham um baixo desempenho no índice de frequência geral das habilidades sociais, assim como nas habilidades específicas relacionadas com a empatia, autocontrole, civilidade, assertividade, abordagem afetiva, desenvoltura social e nível moderado de preconceito contra a diversidade sexual e de gênero. Após a intervenção, os dados comparativos entre o pré e o pós-teste mostraram que houve redução significativa do nível de preconceito dos adolescentes e aumento significativo da frequência de emissão em três das seis subclasses de habilidades sociais, que foram: assertividade, abordagem afetiva e desenvoltura social.