Submitted by Márcio Maia (marciokjmaia@gmail.com) on 2016-08-08T12:55:20Z No. of bitstreams: 1 arquivototal.pdf: 2153563 bytes, checksum: 90c329593c702f185afe63fea76ca3a0 (MD5) / Made available in DSpace on 2016-08-08T12:55:20Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2153563 bytes, checksum: 90c329593c702f185afe63fea76ca3a0 (MD5) Previous issue date: 2016-03-31 / The family structure has been changing throughout history as a result of changes that occurred in the society. Considering these transformations, a variety of family arrangements arises, including homoparenthood , often surrounded by controversy because it is different from the prevailing heteronormativity in the society. Therefore, children placed in homosexual families is an increasing reality that exists in the society and, consequently in Brazilian schools, hence it is necessary a reflection about this fact, so that the school can contribute to the confrontation of possible stereotypes and prejudices, in order to be a place to promote and to enhance the plurality and diversity, and that is open to the coexistence of different groups and cultures. In this context, supported by the theoretical framework from the sociologist Norbert Elias and his studies about Cultural Shields, this dissertation aims to analyze speeches of teachers from public schools in Campina Grande – PB, about children whose mothers live in marital homosexual condition, and also to identify these speeches‘ characteristics, to understand how teachers deal, relate, and communicate with these children. Finally, this dissertation also aims to discuss about the possible effects of these speeches in teaching techniques. This is a qualitative study (MINAYO, 2009), that used semi-structured interviews as a research tool. Twelve teachers were interviewed, a total of 16 students the inserted in the homosexual families, all of them were women whose ages range from 29 to 54 years old. The data was analyzed based on speech analysis method proposed by Gill (2014). Based on data, it was noticed that the speeches leaned towards two different directions: some of them had a discriminatory and biased content related to the children, their mothers and to the homosexual family arrangement; and other speeches, in less quantity, leaned towards the enhancement of the family and sexual legitimacy and diversity; or at least, they acknowledged homosexual families as a reality that would not bring matters different from those problems faced by children from heterosexual families. Regarding the discriminatory and biased speeches, it was found that some interviewed women attributed any difficulty in the children‘s learning process to their families or mothers; in addition, religious arguments were frequently used to justify the ―abnormal‖ characteristic of these families. Thus, the study figured out the existence of an established-outsider connotation respectively between heterosexual families versus homosexual families, and teachers versus students that are from homosexual families, at schools. This fact points out tensions and conflicts, which deny/affirm the legitimacy of family arrangements that are different from the heterocentric standard, it also points the power that exists in this connotation. Therefore, it was possible to notice that the speeches showed that these children are still being observed and evaluated in comparison with other ones, and it represents a continuous surveillance on the homosexual effects on children. It was possible to figure out that those children are not being naturally accepted in the school environment, they even can be victims from homophobic practices. / A configuração familiar vem se modificando ao longo da história, em decorrência de transformações ocorridas na sociedade. Nessa conjuntura de transformações, surge uma multiplicidade de arranjos familiares, dentre eles a homoparentalidade, comumente circundada de polêmica por escapar à heteronormatividade vigente na sociedade. Assim, crianças inseridas em famílias homoafetivas constituem uma realidade cada vez mais presente na sociedade e, consequentemente, nas escolas brasileiras, o que demanda uma reflexão a seu respeito, para que a escola contribua para o enfrentamento de possíveis estereótipos e preconceitos, de modo a ser um espaço de promoção e valorização da pluralidade e diversidade, aberto à convivência de diferentes grupos e culturas. Nesse sentido, subsidiada pelo referencial teórico do sociólogo Norbert Elias, em suas aproximações com os Estudos Culturais, a presente dissertação, objetiva analisar os discursos de professores/as, de escolas municipais da cidade de Campina Grande-PB, sobre as crianças cujos pais/mães vivem em condição de conjugalidade homoafetiva; bem como identificar as características desses discursos; compreender como os professores lidam, reportam-se e se comunicam com essas crianças; e discutir sobre os possíveis efeitos desses discursos na prática docente. Trata-se de um estudo qualitativo (MINAYO, 2009), que utilizou como instrumento a entrevista semiestruturada. Foram entrevistadas 12 professoras, de um total de 16 alunos/as inseridos/as em famílias homoafetivas, todas as entrevistadas do sexo feminino, cujas idades variam de 29 a 54 anos. Os dados foram analisados com base no método de análise de discurso proposto por Gill (2014). Percebeu-se, a partir dos dados obtidos, discursos em duas direções opostas: alguns com teor discriminatório e preconceituoso em relação às crianças, às mães e ao arranjo familiar homoparental; e outros discursos, em menor quantidade, em direção à valorização da legitimidade da diversidade sexual e familiar, ou mesmo, no mínimo, em reconhecimento da família homoparental como uma realidade que não traria questões para as crianças, diferentes das enfrentadas por outras advindas de famílias heteroparentais. Quanto aos discursos discriminatórios e preconceituosos, identificou-se que as entrevistadas atribuem às famílias ou às mães qualquer dificuldade no processo de escolarização das crianças, além do frequente uso de argumentos religiosos para justificar o caráter ―anormal‖ dessas famílias. Desse modo, o estudo apontou a existência de uma figuração estabelecido-outsiders na escola, respectivamente, entre famílias heteroparentais versus famílias homoparentais, professores versus alunos/as filhos/as de homossexuais, denunciando as tensões e conflitos existentes, os quais negam/afirmam a legitimidade de arranjos familiares constituídos fora da norma heterocêntrica, apontando, também, o gradiente de poder existente nessa figuração. Destarte, foi perceptível que os discursos demonstraram que essas crianças ainda estão sendo frequentemente observadas e avaliadas em comparação às demais crianças, representando uma contínua vigilância sobre os efeitos da homoparentalidade sobre essas crianças, sendo possível a compreensão de que não estão sendo acolhidas com naturalidade no contexto escolar, chegando a serem, em alguns momentos, vítimas de práticas homofóbicas.

Denna studie kan placeras inom barndomsforskningen, där barn ses som aktörer vars röster förtjänar att tas på allvar. Syftet var att undersöka regnbågsbarns syn på familj, sin egen familj och tillblivelse. Intervjuer har genomförts med tolv barn i åldern fem till åtta år som alla var samboende med två mammor. En semistrukturerad intervjuguide användes och barnen ombads att måla sin egen och en annan familj. Barnens tal har analyserats utifrån en diskursanalytisk ansats. Resultatet visar att regnbågsbarnen pratar om familj utifrån relationella band, emotionell närhet, att man bor och gör saker tillsammans. Barnen visar en öppenhet inför olika familjestrukturer. Föräldrar beskrivs som omhändertagande och mammors och pappors funktion sägs vara likvärdig. Pratet om den egna familjen och mammorna präglas av positiva beskrivningar men utmanas i ett fåtal berättelser genom att teman av konflikt lyfts. Majoriteten av barnen pratar om pappor och beskriver dessa dels utifrån ursprung och dels utifrån en relationell mening. En del barns prat framstår förvirrat kring dessa två aspekter av pappor. Barnen uppvisar svårigheter att närma sig prat om tillblivelse och använder begreppen frö och ägg i olika utsträckning. Majoriteten av barnen som pratar om frö berättar att det kommer från en man. Regnbågsbarnens sätt att prata om familj är i linje med tidigare forskning om barns syn på familj. Barnens öppenhet inför olika familjestrukturer kan ses som ett uttryck för att rättfärdiga den egna familjekonstellationen, alternativt visar det på en realistisk spegling av samhällets mångfald vad gäller familjeformer. Svårigheterna att prata om negativa erfarenheter inom den egna familjen visar på det problematiska att gå emot en dominerande diskurs av familj som harmonisk. Regnbågsbarnens prat kring att mammor och pappor är samma sak skiljer sig från tidigare forskning om barns syn på föräldrar och hur detta kan förstås diskuteras i uppsatsen. Den förvirring som en del barns prat kring att i en mening ha en pappa och i en annan inte, kan visa på att barnen behöver få stöd i att hitta en fungerande diskurs om vad en pappa är och skillnaden på en relationell pappa och en donator.

The advent of ARTs has enabled many individuals to have children and build families. Although ARTs have from the start been designated to serve as alternative way for heterosexual infertile individuals and couples to have genetically related children, ARTs are nowadays widely used by gays and lesbians to have even genetically unrelated children and build their families. This study addresses the well-being of children born as a result of ARTs and growing up in homosexual families in South Africa. South Africa has legalised homosexual unions, granting gays and lesbians several rights, including the right to marry, use ARTs to reproduce, and build families in which they raise their children. South Africa has also provided constitutional and statutory protection of children’s rights and has further required that the child’s best interests be considered as paramount in every matter concerning the child. Although ARTs may have allowed people to have children, they have proven to put the child’s interests at risk. ARTs are associated with several physical and psychological problems for resulting children. The legal protection provided for those children seems to be inadequate in respect of their best interests. Unlike Australian statutes that have provided strong protection for the child’s best interests, South African legislations regulating ARTs are far from protecting ART-born children’s interests. The application of the child’s best interests criterion to ART procedures has revealed that in the USA and Australia efforts of the state, ART providers and parents have been centred on the transfer of the custody of the ART-born child to the commissioning parent(s). Although in South Africa the application of the child’s best interests in the context of surrogacy procedures has revealed the protection of the child’s interests, it should be noted that that protection seems to focus on the child’s post-birth period. This situation leaves ART-born children without any protection, especially before their birth. In order to give effect to section 28 of the Constitution of the Republic of South Africa, 1996 and protect ART-born children’s interests, I make certain proposals for law reform in the final chapter of this thesis. / Private Law / LL. D