A teoria Queer no ensino de Sociologia: uma proposta desafiadora

Abstract

This dissertation objective is the insertion of the Queer Theory in the Sociology Education ( High School and EJA ( “Youth and Adults Education” — Translated from the Original Portuguese abbreviation )) at Professor Antonia Rangel de Farias School, located at João Pessoa. For this purpose, was conducted a research where objectives questionnaires, expositorv and debated lessons were conducted. The performance of this experiment was carried out in the EJA Schooling, segment of the School where I have been assigned since 2018 as a Sociology Teacher. Although my admission in the State Schooling System as High School Teacher was in 2012, through the Public Tender in 2008, where the Paraiba State filled up more than 200 positions in Sociology and Philosophy courses according to the Act N. 11684/2008. The subject of the Queer Theory was chosen as we perceived the need to debate sex and gender diversity existents in our society, and therefore at school. This diversity is present at EJA School in many different manifestations and needs of students as they have this experience daily. As a theory reference we selected few authors who do research about gender and sex topics. Among them, we particular emphasize Judith Butler, Philosopher who became known by you Queer Theory, that inquire about the binary and non binary gender (male and female) which is imposed by society. Another theoretical base that we choose as highly outstanding when we discuss about learning and criticality, in addition to the quest for freedom in the education process was Paulo Freire7s Theory. He advocates for the debate, as essential to build knowledge, and was greatly used to explain the Queer Theory, this way promoting the critical thinking amongst the students. For him the constructivist education became important as it brings theory and practical close together, making possible contextualization of knowledge and developing autonomy of students. With the use of questionnaires methodology in this research was possible to observe the importance of debating this subject. In addition, as questionnaires are objectives they make it easier the comparison of results of questionnaires applied before the classes about the Queer Theory with the ones applied after these classes, where the majority of the students took up in a positive way about the Queer Theory topic. Thus, I could identify that the topic should and must be debated and is also welcome by the students, where all participate in a constructive way based on their own experiences.