Homossexualidade e discurso docente no contexto da educação profissional e tecnológica.

Abstract

This work has as its motto the homosexual issue in contemporary times (ERIBON, 2008), mainly taking into account its specificity at the intersection with the educational. (LOURO, 2015), aiming to analyze, through the category of discourse and analysis of the device of sexuality from a queer perspective, the discursive practices of teachers of the general training and technical training of the Itabaiana Campus of the Federal Institute of Education, Science and Technology of Paraíba. The methodology used is qualitative (RICHARDSON, 1999) and, for data collection, the instrumental of the semi-structured interview was used, since it is one of the most suitable for capturing subjectivities (DUARTE, 2004). This analysis the elucidation of how discursive practices produce the processes of subjectivation, using the Foucaultian approach (FISCHER, 2001). It should also be noted that the discourse analysis has a post-structuralist approach (GIL, 2003). Stand out although both for the transcription of the interviews and for the analysis of the discourse, made it necessary to mobilize concepts and procedures for the construction of a (ORLANDI, 2009). Thus, the theoretical framework used in this work is the emanated queer theory (GAMSON, 2006) imbricated to the foucaultian sexuality device on homosexuality (LEON, 2010). After the transcription of the interviews, categories according to the questions of interest, i.e. the existence of the theme of homosexuality in teaching practice, scientific approach to homosexuality as content, and homosexuality and prejudice in the school environment. The analyses significant differences between the discursive practices of teachers in vocational training and technical training, resulting in an invisibility of the discussion about the homosexuality among teachers of technical training and the need for this discussion resistances occur even if the approach is scientific in nature.