Diversidade sexual e identidade de gênero: vulnerabilidades psicossociais em adolescentes no contexto escolar

Abstract

Among the various phenomena marked by stigmas in school, prejudice related to gender and sexuality issues stands out, which generate psychological suffering and are associated with social contexts and vulnerabilities. The National Curricular Parameters argue that he school should facilitate the welcoming and debate of various issues, with an emphasison sexual diversity and gender identity. This study aimed to analyze sexual and gender diversity in the school environment from the perspective of adolescent students. For this purpose, a cross-sectional, descriptive, and exploratory study was carried out, with a qualitative approach. Thirteen adolescents studying at a full-time state public school located in the western zone of Campina Grande-PB, on the outskirts of the city, aged between 15 and 18 years, regularly enrolled in high school (1st to 3rd grade), participated in a non-probabilistic and accidental manner. Semi-structured interviews and a sociodemographic questionnaire were used as data collection tools. The data from the sociodemographic questionnaire were analyzed using descriptive statistics. The answers obtained in the interviews were analyzed using the thematic categorical content analysis technique. During this research, all ethical guidelines for studies involving human beings, as established by Resolution 466/2012, were strictly followed. The content analysis of the interviews highlighted three thematic categories: 1. Sexual diversity; 2. Gender identity; and 3. The school in the context of sexual diversity and gender identity, and eight subcategories, covering 156 units of content. The reports showed experiences of prejudice, exclusion, and vulnerabilities. Other accounts deal with spaces for welcoming and listening. It was possible to see that, despite the school's efforts to promote inclusive practices and methodologies for debates and discussions on diversity, the research indicated that, for many adolescent students, the school is still perceived as a space of exclusion and non-welcoming.