Da “pedagogia do insulto para a pedagogia do respeito”: saberes para a formação docente na reflexão sobre o bullying homofóbico

Abstract

This study originated from the daily life of our teaching profession and aims to offer possibilities for theoretical-pedagogical discussions that foster ideas and actions to combat homophobic bullying. The problem question was formulated as follows: What kind of teacher training and what methodological strategies are necessary to encourage practices to address this issue in the school environment? Thus, the general objective is to problematize homophobic bullying to be able to articulate theoretical-pedagogical instruments to combat it. For this purpose, teacher training is thought through the articulation of a pedagogical instrument, in the form of an informative booklet, that can contribute to the understanding of gender in school and the consequences of homophobia. In this sense, the research encompasses the teachers of the Municipal School Maria de Lourdes Amorim, located in the city of Guarabira-PB. Thus, the circumscribed object of study is teacher training for a pedagogy of respect. In the sphere of human and educational rights, the theme of bullying, in its homophobic expression, impacts the education of people who declare themselves homosexual, lesbian, and/or identify with other sexualities, considered outside the heterosexual norm, and who, for that reason, may be attacked, repressed or ignored in pedagogical practices. From a theoretical point of view, the research is based on the works of Junqueira (2007; 2009; 2012), focusing on critical perspectives on education for discussion and confrontation of homophobia; Oliveira (2018), who addresses the relevance of gender discussions in school; Dinis (2015), who focuses on teaching practice as a reinforcement of homophobic bullying; Figueiró Oliveira (2001), who reflects on the possibilities and limits of teacher training; Freire (1996; 1997), regarding teaching practice as a political act of social transformation; Nascimento (2019), who draws attention to the conditions of transsexuality; Neto and Agnolleti (2014), who deal with human rights as supports for training for sexual diversity; Carvalho (2014); Lira & Jofili (2010), whose contributions are oriented towards valuing human rights and teacher training, as well as Figueiró (2001), Braga (2010), among others. As a final product, a tutorial of guidelines for teachers of the early years of elementary school will be developed and applied.