Silêncios ensurdecedores: gênero e diversidade sexual nas escolas da rede Estadual do Ensino Médio de Campina Grande - PB.

Abstract

Gender and sexual diversity issues have been treated in the school space as generative themes of tensions and silencing. Considering diversity as a theme in all your dimensions it needs to be inserted in all of the education actions on the school space it must be asked how it happends and when the approaches put in evidence the gender issues. In that Regard, this reserch has as a objective understand how gender and sexual diversity are put in evidence in the daily school life of teachers from the state schools of Campina Grande (PB). Lined up with the those issues were analyzed under the perspective of Butler (2003; 2022), Foucault (1988; 1999; 2004; 2007). When turned to brazilian education reality we direct our analyses to Louro (2001a; 2021b; 2001c) Junqueira (2009) Miskolci and Campana (2017). In addition to contributions from the consolidated literature and the brazilian legislation for education this research made use as primary sources through interviews obtained with teachers from the public education in Campina Grande (MEIHY; HOLANDA, 2015), (LARROSA, 2022). After analyzing the primary and oral sources referecend by the theoretical reflections used it is conclued that gender and sexual diversity issues are highlightedin schools but still are isolated cases. This isolation is often due to lack of understanding on the subject lack of continuing education courses and education polices who recognize diversity as the main force of a plural reality.