Dialogue and transformation: embracing sexual diversity in the educational context (original) (raw)
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Teaching sexual diversity in Brazilian schools: an education experience in Foz do Iguaçu
We intend in this paper to present a pedagogical experience that links anthropology and secondary schools in combating heterosexism and violence against the LGBTQ community. The project described here created a pedagogical space where prejudice and discrimination for reasons of gender and sexuality were debated in an educational environment. We believe that especially in these times of global attacks on women's and LBGTQs' rights and human rights, it is essential that at the local level we keep on resisting and creating spaces in which reflection and deconstruction of oppressive structures are promoted. This article deals with the experience of education projects on gender and sexuality carried out by a Brazilian federal university in a city in the interior of the state of Paraná, located on the triple border of Brazil with Argentina and Paraguay. It is important to note that Paraná is a state considered as extremely conservative. We hope to show how we develop an experience of what we call "extension of the university" in Brazil, aligned with research and education on the subject of sexualities. In Europe, those activities are usually called "civil engagement" or "socially-relevant education", though most universities do not have it as constituent of their mission as is the case in Brazil. We understand that this kind of project can be an efficient arena for applied anthropology and also as an investment in educating young people as a valuable human resource to combat violence and to promote peaceful communities. In times of uncertainty, where in Brazil religious groups take more control of secular arenas like the Congress, education for sexual diversity becomes a standing point for anthropologists.
Educación Sexual Integral en Argentina y performatividad: un abordaje filosófico feminista
Educ. Form., Fortaleza, v. 6, n. 2, e4448, maio/ago. 2021 , 2021
A philosophical analysis of J. Butler's performativity in relation to Comprehensive Sexual Education is carried out, which allows us to understand the implicit heterosexist matrix of intelligibility in pedagogies of gender and sexuality. In the context of implementation of Comprehensive Sexual Education in Argentina and based on research on its achievements and challenges, it is argued that this gender perspective contributes to overcoming binary approaches that stigmatize sexual diversity. As an interdisciplinary contribution to the educational field, reflection from performativity enhances changes in curricular content that Queer and feminist movements demand, as well as liberating displacements of the norms in school practices. Educación Sexual Integral en Argentina y performatividad: un abordaje filosófico feminista Resumen Se realiza un análisis filosófico de la performatividad de Judith Butler en relación a la Educación Sexual Integral, que permite comprender la matriz heterosexista de inteligibilidad implícita en pedagogías del género y de la sexualidad. En el contexto de implementación de la Educación Sexual Integral en la Argentina y a partir de investigaciones sobre sus logros y desafíos, se argumenta que esta perspectiva del género contribuye a superar enfoques binarios que estigmatizan la diversidad sexual. Como aporte interdisciplinario al campo educativo, la reflexión desde la performatividad potencia cambios en contenidos curriculares que reclaman movimientos queer y feministas y también desplazamientos liberadores de las normas en las prácticas escolares. Palabras clave: Performatividad. ESI. Género. Diversidad. Educação Sexual Integral na Argentina e performatividade: uma abordagem filosófica feminista Resumo Realiza-se uma análise filosófica da performatividade de Judith Butler em relação à Educação Sexual Integral, que nos permite compreender a matriz heterossexista de inteligibilidade implícita nas pedagogias de gênero e sexualidade. No contexto da EDUCAÇÃO & FORMAÇÃO Revista do Programa de Pós-Graduação em Educação da Universidade Estadual do Ceará (UECE) Educ. Form., Fortaleza, v. 6, n. 2, e4448, maio/ago. 2021 2 implementação da Educação Sexual Integral na Argentina, com base em pesquisas sobre suas conquistas e desafios, argumenta-se que esta perspectiva de gênero contribui para a superação de abordagens binárias que estigmatizam a diversidade sexual. Como contribuição interdisciplinar para o campo educacional, a reflexão a partir da performatividade potencializa mudanças nos conteúdos curriculares que os movimentos queer e feministas exigem, bem como deslocamentos libertadores das normas nas práticas escolares. Palavras-chave: Performatividade. Educação Sexual Integral. Gênero. Diversidade.
ACTION RESEARCH AS A THEORETICAL FIELD FOR DISCUSSION OF SEXUAL DIVERSITY IN THE SCHOOL ENVIRONMENT (Atena Editora), 2024
This work seeks to present notes on the possibilities, challenges and contributions of action research to the discussion of sexual diversity in the school space. To this end, some important aspects for data analysis were presented, namely: sexual diversity and education, action research and how this debate can contribute to teacher preparation in the school environment. The general objective of this research is to understand how the subject of sexual diversity is worked with teachers in basic education. Through the National Curricular Parameters, the school was included as a place to promote child and adolescent health and the introduction of sexual diversity in the form of a transversal theme. To better understand this topic, bibliographical research was used, highlighting the following authors: Louro, Candau, Barbier, Thiollent, PCN's, (National Curriculum Parameters), it was possible to conclude that the discussion on sexual diversity can be worked on in a better way, from continued training with teachers for better preparation for such an approach.
This paper addresses the challenges one faces when attempting to change the basis of inequality in school associated with attributes of gender and sexuality. Ethnographic procedures are utilized to describe school scenes in three public schools in the city Porto Alegre, which are the stage where actions self-rated as intended to “fight homophobia”, “respect towards diversity” and “inclusion of all”. The aim is not evaluate public policies, since there is little span of field work, instead the reflection on what has been observed and reported is important as an input for monitoring and assessing actions, as well as to stimulate theoretical thinking about the conceptual categories on which such actions are based. The text is structured in three units. The first one deals with the complex conceptual and political discussion that currently involves categories such as difference, diversity, inclusion, equality and inequality, in articulation with the specific field categories: genders, sexuality and masculinities in the school environment. The second unit brings the ethnographic method for school scenes, assigning the context of the schools and groups of students. The third unit narrates some scenes and articulates their contents with theoretical issues and guidelines of the public policies currently in force for the subject. The main hypothesis developed herein is that school actions seem to praise diversity without touching the status of heteronormativity, which adversely affects its outreach.
This article explores different layers of discourse about sexual diversity in Portuguese secondary schools.-Focus groups discussions were conducted to 232 students.-There are some discourses that make impossible a full access to an inclusive democracy for LGBT youth.-In spite of changes, the dominant youth discourses gravitate between conditional acceptance and intolerance.-There is a lack of critical and political discourse. Purpose: This article explores different strands of educational discourse about sexual diversity in Portuguese schools, from the students' perspectives. Method: The methodological approach consisted in conducting focus groups discussions: 36 with 232 young students (H = 106, M = 126) in 12 public secondary schools. Findings: Students reveal a polyphony of discourses that gravitate between liberal acceptance, conditional acceptance and intolerance. Research implications: Attention is drawn not only to discriminatory processes that question school as a democratic place for LGBT youth, but also to the gap between what is legally decreed and a lack of know-how in the approach to sexual diversity in school.
Diversity in School: A Brazilian educational policy against homophobia
Journal of LGBT Youth, 2016
Diversity in School is a Brazilian initiative that seeks to increase understanding, recognition, respect, and value social and cultural differences through offering an elearning course on gender, sexuality, and ethnic relations for teachers and school administrators in the public school system. The course and its objectives aim to enable staff and students in schools to realize their full potential through the promotion of a culture of inclusion. The course is the result of a partnership between the Brazilian government (Secretariat for Policies on Women's Affairs, Secretariat for the Promotion of Policies on Racial Equality, and the Ministry of Education), the British Council and the Latin American Center on Sexuality and Human Rights (CLAM) from the State University of Rio de Janeiro. CLAM has developed the content and the methodology. Since 2008, 40,000 teachers have been trained all over the country. This paper highlights the importance of improving understanding of gender, sexual, ethnic and racial diversity in order to create a positive learning environment inside of schools.
Revista Cocar, 2019
This article, part of a recently concluded doctoral research, has the objective to question sexual identity based on the perspective of young Brazilian college students who do not identify as heterosexuals. These students constitute an online community on Facebook dedicated to questioning the regulatory norms of gender and sexuality. The theoretical framework adopted here, predominantly from studies of gender and sexuality that embrace a queer perspective, allowed me to analyse two online conversations held on Facebook with the Brazilian students. As the students contest traditional homo-bi and homo-hetero binary models, I was able to reflect on the queering of pedagogy in this article, setting the stage to reinvent the ways in which bodies, genders, and sexualities can be reimagined.
AIM The aim of this presentation is to briefly examine the current legislations in Argentina regarding sexual education and to think its implementation in ESL teaching and learning to encourage tolerance of diversity in the classroom as a basic principle for coexistence. From the search to try to adopt these policies in our syllabus, we could detect that there are several recommendations regarding application of the resolution in subjects such as Language, PE, Natural and Social Sciences, but there is a lack of proposals for the English class. Taking as a major guide the Comprehensive Sexual Education resolution (ESI, Res. 45/08) we attempt to analyse, in the first place, the requirements of the legislations, which impact directly in our classrooms, and the possibilities to develop the compulsory contents from the perspective that ESI promotes. In the second place, from our experience as secondary school teachers and as teacher trainers, we have developed several proposals in this line that we plan to implement or that have already been experienced in the classroom and that we aim to share and multiply. This investigation has been framed in the numerous resources available online from the Ministry of Education. WHY SEXUAL EDUCATION IN MIXED ABILITIES? We believe that inclusion and acceptance come from the development of respectful attitudes, recognition of identity, and promotion of tolerance towards diversity. Therefore,
Troubling the Teaching and Learning of Gender and Sexuality Diversity in South African Education
2017
LGBTQ social, cultural, and political issues have become a defi ning feature of twenty-fi rst century life, transforming on a global scale any number of institutions, including the institution of education. Situated within the context of these major transformations, this series is home to the most compelling, innovative, and timely scholarship emerging at the intersection of queer studies and education. Across a broad range of educational topics and locations, books in this series incorporate lesbian, gay, bisexual, transgender, and intersex categories, as well as scholarship in queer theory arising out of the postmodern turn in sexuality studies. The series is wideranging in terms of disciplinary/theoretical perspectives and methodological approaches, and will include and illuminate much needed intersectional scholarship. Always bold in outlook, the series also welcomes projects that challenge any number of normalizing tendencies within academic scholarship from works that move beyond established frameworks of knowledge production within LGBTQ educational research to works that expand the range of what is institutionally defi ned within the fi eld of education as relevant queer studies scholarship.
European Journal of Child Development, Education and Psychopathology, 2014
(Brazil); 2 Instituto Promundo (Brazil) Sexuality education constitutes a social, political and methodological challenge, entailing comprehensive solutions that encompass various sectors of society. The connection between education and health is extremely important to the debate about sexuality, particularly with relation to adolescents and youth. Government initiatives, the fruit of public policies, cannot dispense with the vast experience accumulated by civil society organizations in activism and methodological design of social interventions. The alliance between government and civil society organizations is extremely fruitful for both sectors, as it enhances their respective and cumulative impact. The objective of this article is to analyze the pilot course of a capacity development project for professional educators in gender and sexuality, grounded in the partnership between a civil society organization and the public school system in the city of Salvador, Brazil. Our analysis will address the limits, accomplishments and challenges faced by the project, which was implemented in order to promote gender equity among girls and boys in Brazilian schools.