As dobras da ambiguidade: a tessitura das performances de gênero e orientação sexual no espaço escolar.

Abstract

The central idea of this thesis understands that the schooling experience, under the scope of gender and sexual orientation, is crossed by an ambivalence that tries to align two antagonistic and non-excluding dimensions that permeate the school and extra-school spaces, namely: 1) the regimes control of expressions considered dissident of gender and sexual orientation; 2) performative production in terms of promoting respect for diversity. The objective of this work is to problematize the ambivalences established between the regimes of control of dissent and the discourses that call for respect for diversity based on the schooling experience, focusing on the performance of the regimes of intelligibility, visibility and sayability of gender and sexual orientation in the school space. The theoretical perspective adopted starts from Foucault's reflections, connecting them to the debate established in the field of gender and sexualities studies to understand the nuances of this object from the school, especially situating it with a multifaceted, complex and dynamic space. The methodology used includes direct observation of ethnographic inspiration, as well as the application of questionnaires to students, professors and the management team. I also conducted a semi-structured interview with teachers, the manager, employees and students of the second school selected for the study. Among the main results, we highlight the confirmation of the ambivalences that shape the schooling experience from the point of view of gender and sexual orientation. Another important result is the disputes in the school space for conservative agendas translated into discourses that point to protagonism and at the same time demand the maintenance of asymmetrical relationships related to the aforementioned variables.