Dedo no c*rrículo e gritarias cotidianas: assombrações monstruosas e clandestinas nos/dos/com gênerossexualidades desviantes no curso de pedagogia da UFPB

Abstract

The trenches are constantly being attacked and the terrain is populated by people who constantly fight to make life proliferate and survive in the face of conservatism that moves and remains the norm in an acute way in our society. Fraying, tensioning, corrupting, disturbing, messing up, playing, mocking, deconstructing, decentering, dispersing and challenging the norm, these are investments that this manifestothese intends to make to talk to the Pedagogy course at the Federal University of Paraíba and its daily crossings of gendersexualities . The issues surrounding gendersexualities have long been an emerging concern in many areas of knowledge, which, in order to investigate them, denounce those that in some way deviate from the heterosexuality norm. Therefore, this thesis aims to problematize the tensions of deviant gendersexualities narrated from the experiences of students on the Pedagogy course at the Federal University of Paraíba. As an argument, I argue that the curriculum-life, which blurs the boundaries between regulations and everyday life, moves as a dangerous and clandestine – but very productive – tactic of experiencing the most different gender-sexuality deviations, which (re)invent possibilities of plural experiences so that deviations are seen as a means of (mis)learning, resistance and proliferation of differences at the university. In other words, deviation is seen here as a creative power of life that escapes the norms and like a political battle tank, disputes meanings in search of its existence. This manifestosis falls within the scope of poststructuralist theories and is linked to the field of Cultural Education Studies, Educational Policies, gendersexuality studies, queer theory, curriculum studies and research in/of/with everyday life. Methodologically, as a theoretical-methodological bet, it chooses conversations as a creative power of life and dialogue with the ordinary subjects of research. Talking to the Pedagogy course has made me think that in the face of attacks that make some lives more or less livable than others, and that feeds on hatred and the desire to annihilate differences, to the detriment of their gendersexualities that deviate from the norm, It is necessary to react and create tactics to confront the epistemological obscurantism of modernity by creating movements, which, while ensnaring resistance, can hope and make differences a means of producing a less unequal world.