Vozes (des)viadas: as dissidências sexuais e de gênero em propostas de intervenção no ensino de literatura do PROFLETRAS

Abstract

The educational process can be painful, especially when practices of violence are naturalized by the regime of heteronormativity and imposed on those who do not correspond to this norm. Faced with such a situation, literary reading can offer spaces for counternormalizing practices in literature classes, especially when the teachers make room to dissident sexualities seen in the literary works. In order to investigate constituent aspects of these readings, the Professional Master Degree in Literature (Profletras) is a relevant research base because in the conclusion works of the Program the students present proposals for intervention in the teaching of literature and the result of their practices. Therefore, this dissertation seeks to answer: How do the proposals for intervention in the teaching of literature by Profletras address the issue of sexual and gender dissent? The objective is to identify, to describe and to assess the proposals for intervention in the teaching of literature by Profletras that address the issue of dissident sexualities. The literature review examines issues about the Profletras based on Fairchild (2017), Santos (2020); the relationship between literature and education, based on Souza (2014), Antunes (2015) and Cosson (2020); and Queer theory, based on Miskolci (2020), Louro (2020), Butler (2019), Preciado (2011) and others The study is part of the methodological approach of qualitative research of a documental and explanatory nature. In the data collection, it was identified that, among the conclusion works available in the repositories of the 42 higher education institutions associated with Profletras, the space of interventions proposals about teaching of literature with the subject of dissident sexualities is quantitatively very restricted. However, two intervention proposals prominently address this subject: "Corpos Estranhos: Fiando e desfiando o texto literário na sala de aula" (2016), by Cléria Santana de Souza and “As questões de gênero e sexualidade em obras de literatura juvenil: contribuições para a formação leitora no ensino fundamental" (2019), by Gilvânia Morais da Silva Almeida. The conclusion is that these two proposals demonstrate the concern with respect for differences in teaching contexts, but they face difficulties to effect literary literacy in school as well the discussion of sexual and gender dissidences.