Construções de identidades juvenis de gênero e sexualidade em uma escola federal de ensino médio técnico: pedagogias escolares e dos artefatos culturais

Abstract

This doctorate research deals with gender and sexual relations based on the experiences of young students from an Integrated High School whchi offers professional and technological education, located in "Zona da Mata" region of Minas Gerais. The constitution of young people's identities is involved by school pedagogies, cultural artifacts, and affected by experiences of gender and sexualities in society. As methodological paths, the research presents scenes of the school routine recorded in the logbook, narratives produced in the conversation circles of the extension project ‘Juventudes e Diversidade em Foco ('Youths and Diversity in Focus') and from the cultural artifacts presented by the young students. In addition, the research is also composed of the experiences of a teacher and researcher inspired by the processes of questioning the power relations that are established between the research subjects. The theoretical references are inspired by the main themes of the research: Youth, Gender and Sexualities and Identities, having as reference those young students before related and Foucault's theoretical perspectives, especially in the concepts of problematization, relations of power and knowledge and discourse. In the thesis, the scenarios described and analyzed portray conflicts and resistance related to gender and sexual inequalities, such as harassment, the spaces allowed to be occupied or not, the relationships that are produced from heteronormativity. The research contributed to understanding cultural artifacts power regarding the constitution of young people and as cultural pedagogies, especially when school keeps norms governed by excluding and discriminatory perspectives of gender and sexualities, in addition to being configured as a space of violence and silencing. The thesis also gave visibility to the importance of extension projects as pedagogical spaces and as an important point in teaching, research and extension tripod and to think about the formation and relations of power and knowledge in professional and technological education.