Narrativas e memórias LGBTQIAP+ na EJA: entre exclusão e dissidência

Abstract

This thesis is based on constituted from the problematization of the experiences lived by students in dissidence from Youth and Adult Education, in order to understand how such experiences, between learning and knowledge, interfere in their cultural construction at school. As a general objective, it was intended to understand what a dissident curriculum can be like as a cultural practice in the education of young people and adults. As a general objective,It was intended to understand what a dissident curriculum can be like as a cultural practice in the education of young people and adults. So, the devices adopted in the research take as relevance the (auto)biographical narratives of the subjects who disagree with the CISheteronorm. In addition to the analysis of the narrative interviews, the need for a thorough theoretical investigation of contemporary authors who discuss sexualities in dissent was identified. Among them, Judith Butler (2019), Luma Nogueira Andrade (2019), Miguel Arroyo (2017), Berenice Bento (2017) and Megg Rayara Gomes de Oliveira (2020) stand out. This stage of the methodology aimed to establish a deep dialogue between the narratives of the students in dissent, in order to understand how, in the view of these participants, public policies aimed at sexualities in EJA (Youth and Adult Education) were carried out, in addition to proceeding with a historical and sociocultural contextualization. From this analytical lens, a greater depth of the research presented here was allowed. The theoretical/epistemological assumptions and the relationships established between the experiences and experiments of the participants that composed the corpus of this work allowed the understanding of how the power relations present in EJA EJA (Youth and Adult Education) practices negatively interfere in the potentialities of bodies that deviate from the standard of universality.