Percepções de violência e seus sinônimos em um curso de licenciatura: um estudo sobre gênero e sexualidade
Data
2021-02-26
Autores
Eduardo, Mariana da Silva 
Orientadores
Azzalis, Ligia Ajaime
Tipo
Trabalho de conclusão de curso
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Pensando no desenvolvimento de profissionais aptos a lidarem com situações de conflito e violência de gênero no contexto escolar e com um público além da cisheteronormatividade, o objetivo do presente trabalho foi conhecer as percepções e ações de licenciandos sobre situações de violência de gênero e sexualidade no ambiente escolar. O público-alvo foram licenciandos e licenciandas do curso de Ciências da Universidade Federal de São Paulo do Campus Diadema cursando ou que já tinham cursado a UC Gênero e Sexualidade. A metodologia do projeto se baseou na pesquisa qualitativa, usando o quadro combinado de Dantas (2018) para análise das percepções das situações e estratégias propostas pelos alunos e alunas para enfretamento de situações de violência no contexto escolar durante a aplicação de uma dinâmica. Os resultados apontam que as percepções são constituídas por mediações múltiplas e, em sua maioria, individuais com fatores de ordem pessoal e coletiva. Quanto as propostas, as ações de enfretamento possuem enfoque nas questões pedagógicas com encaminhamentos que se direcionam ao coletivo e em conformidade com o referencial teórico, associando as situações a um problema estrutural que invade a escola, imersa em uma cultura cisheterossexista. E, embora não fossem definidas por parte dos (as) licenciandos (as) as situações como atos de violência, esses (as) reconhecem como parte do seu papel, como educadores (as), o acolhimento, o estabelecimento de diálogos e ações formadoras, não silenciando as situações de preconceito e demonstrando capacidade de interferir nas dinâmicas de poder instituídas pelas situações elaboradas.
Thinking about the development of professionals able to deal with situations of conflict and violence of gender in school and prepared to deal with an audience beyond the cisheteronormativity, the objective of this project was inquire the perceptions and actions of undergraduates in situations of gender and sexuality violence in the school. The target audience were students from the Science program at the Federal University of São Paulo at Campus Diadema who were coursing or had already taken the Gender and Sexuality course. Methodology was based on qualitative research, using the combined framework of Dantas (2018) to analyze the perceptions, definitions and approach proposed by students in order to face situations of violence in the school context during the application of a dynamic and, mostly, individual with personal and collective factors. As for the proposals, the actions against gender and sexuality violence were focused on pedagogical strategies with referrals that are directed to the collective and in accordance with the theoretical framework. The students associated the situations with a structural problem that invades the school, immersed in a cisgender and heterosexist culture. Although they did not define the situations as acts of violence, but they recognize as part of their role, as teachers, the welcoming, the establishment of dialogues and formative actions, not silencing the situations of prejudice and demonstrating the capacity to interfere in the power dynamics instituted by the situations elaborated.
Thinking about the development of professionals able to deal with situations of conflict and violence of gender in school and prepared to deal with an audience beyond the cisheteronormativity, the objective of this project was inquire the perceptions and actions of undergraduates in situations of gender and sexuality violence in the school. The target audience were students from the Science program at the Federal University of São Paulo at Campus Diadema who were coursing or had already taken the Gender and Sexuality course. Methodology was based on qualitative research, using the combined framework of Dantas (2018) to analyze the perceptions, definitions and approach proposed by students in order to face situations of violence in the school context during the application of a dynamic and, mostly, individual with personal and collective factors. As for the proposals, the actions against gender and sexuality violence were focused on pedagogical strategies with referrals that are directed to the collective and in accordance with the theoretical framework. The students associated the situations with a structural problem that invades the school, immersed in a cisgender and heterosexist culture. Although they did not define the situations as acts of violence, but they recognize as part of their role, as teachers, the welcoming, the establishment of dialogues and formative actions, not silencing the situations of prejudice and demonstrating the capacity to interfere in the power dynamics instituted by the situations elaborated.