ABRANTES, N. N. F.; http://lattes.cnpq.br/8613729195526518; ABRANTES, Nyedja Nara Furtado de.
Abstract:
This work tries to analyze the experiences of homosexual teachers before
homophobic actions in their work environments. Therefore, we ascertained the
possible obstacles encountered by teachers to assume the homosexuality in their
educational contexts, as well as to identify the reactions and feelings theirs on these
cases of homophobia, seeking to investigate whether homophobic experiences are
interfering in professional self-fulfillment. Based on the principles of descriptive
research, with an emphasis on quantitative and qualitative approach, this work
developed a dialogue between the results and theoretical studies that address the
theme in question. The collection instrument was a questionnaire of twenty-two
questions applied with twenty homosexual teachers from public schools (Primary,
Secondary and Higher education), in the cities of Sousa and Cajazeiras, located in
the Dry Backlands of Paraíba state. Among the main results, we found that
homophobia is present in the work environment of the investigated teachers, but they
manage to overcome it somehow. It was noted that to assume the homosexuality is
not an easy task, once the subjects behave silencing the sexual orientation in school
environment, despite not feel excluded. Homophobic experiences do not interfere in
the professional self-realization of the investigated teachers, and do not obstruct their
personal and professional experiences. However, it is evident the need for a more
favorable problematization about school homophobia, since the absence of these
speeches might be the cause of stigmatization suffered by these educators. We
conclude that the acceptance of the family and of school is essential to contribute in
the decrement of discrimination and prejudice against the homosexual teachers
inserted in these environments.