Discursos de gênero no espaço escolar: quais referências de masculinidades?

Abstract

Using a qualitative approach with theoretical framework of poststructuralist studies and their developments in queer theory, linked to the research line “Diversity, Culture and Social Inclusion”, this paper presents an analysis of how the discourses produced and reproduced in the school space act in the generalized constitution of bodies from references of masculinities and process markers of differences in students of the State Institute of Education, Science and Technology of Maranhão - IEMA of the city of Bacabeira – MA. We sought to identify which discourses about gender are produced and reproduced by the students and to highlight the body expressions and which meanings are attributed to them, as well as to analyze the markers of differentiation configured from the genders. The research was conducted with students who self-declared to belong to the male gender of IEMA of the city of Bacabeira. Methodologically we adopted, as procedures for the production of information, elements of ethnographic research based on participant observation techniques, informal conversations and semi-structured interviews. After gathering the information, we made a discursive analysis of the collected material based on queer theorizing. We focus our attention on the languages and discourses that produce gender and sexual identities and make up people's experiences. We start from the understanding that genres are effects of historical, political, cultural meanings and that masculinities are gender identity constructions. For this reason, we intend to understand and analyze them from the researched people, how they themselves mean their discourses and how these discourses are produced and reproduced in and between them, configuring their ways of being and acting. Because of this, the boy must live in constant vigilance not to express acts considered feminine or belonging to the "gay way". This is materialized in the formation of groups in the school space and in the division of activities considered more masculine and less masculine, for example, football and dodgeball. It is also noticed several practices charged with violence, prejudice, discrimination and homophobia, but often they are meant as jokes. However, those who suffer the most violence are not self-declared gay students, but those who have doubts about sexuality. However, even with the performance of gender norms, the school space is meant by students as a place of freedom, in which boys, among themselves, can show affection, such as kissing on the cheek, walking hand in hand or hugging, lying on their lap. and caress without being considered less men. Therefore, it is evident that the discourses about gender produced and reproduced in the school space, act in the constitution of multiple forms of masculinities based on the configuration of a school space, in which respect and individual freedom predominates. For as much as gender norms are not eliminated, they are deconstructed, reconfigured and resignified.