WEAVING LGBTQIAPN+ RESISTANCE IN EDUCATION:

the construction of curriculum acts in cyberculture against silencing.

Authors

DOI:

https://doi.org/10.12957/periferia.2024.85923

Keywords:

Curriculum; , Sexuality; , Cyberculture; , Multireferentiality; , Research-training.

Abstract

This study reports the journeys of the research process conducted in a Primary and Secondary School, from the perspective of teacher-researcher-trainers. The aim is to question the school curriculum and address LGBTQIAPN+ issues in the everyday life of the educational space (Alves, 2019), promoting curriculum acts (Macêdo, 2011) that contribute to the self-formation and development of students through the use of digital media and the construction of authorial devices. The research adopted the methodology of formation-research in cyberculture (Santos, 2019), which enabled the creation of curriculum acts aimed at discussing a theme often silenced in schools: sexuality. The work was carried out through the Cine da Diferença project and discussion circles, which encouraged the creation of authorial materials, such as cards on Canva and videos on TikTok, later posted on the Instagram page @juntos_e_diferentes. The results showed that the debate on difference (Paraíso, 2023) began to consolidate in the classroom environment, especially through the device “Juntos_e_Diferentes,” which questions cisheteronormativity. The students' productions strengthened their active participation in the development of new curricular practices, culminating in the creation of the Instagram page, which functions as a space for sharing and reflection. It was observed that the school curriculum remains a rigid artifact, resistant to ruptures. However, advances were identified, albeit initial, towards a rhizomatic curriculum (Deleuze; Guattari, 1995), formative (Macêdo, 2011), difference-centered (Paraíso, 2023), and connected to cyberculture (Santos, 2019). These advances point to the possibility of constructing new curricular textures that embrace diversity and promote more inclusive education.

 

Author Biographies

Manuela Carvalho Rodrigues, Universidade Federal do Pará

Master in Curriculum and Basic School Management, from the Federal University of Pará (2023). Specialist in Educational Psychology, with an emphasis on Preventive Psychopedagogy, from the State University of Pará (2005). Graduated in Pedagogy, from the State University of Pará (2004) and graduated in Social Sciences with an emphasis on Political Science, from the Federal University of Pará (2018). She has worked as a teacher since 2008 and as an education technician since 2012 at the State Department of Education-SEDUC/PA. Participated as an external teacher, from July 2014 to August 2019, in the National Plan for Training Teachers in Basic Education - PARFOR-UFPA. Member of the Study and Research Group on Modern and Contemporary Philosophy-COGITANS. Member of the Gráos-Educational Experiences Mediated by ICT Study Group. Has experience in the educational area, in special education, teaching degree, pedagogical coordination and school management.

Leonardo Zenha Cordeiro, Universidade Federal do Pará

Exclusive Dedication Professor at the Federal University of Pará. Professor of the Postgraduate Program in Curriculum and Basic School Management (PPEB) and the Postgraduate Program in Education and Culture (PPGEDUC) at the Federal University of Pará. Develops work in the field teaching Research and extension in the areas of education and communication. Professor Researcher in the area of ​​Education, communication, digital culture and cyberculture.

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Published

16.12.2024

How to Cite

Carvalho Rodrigues, M., & Zenha Cordeiro, L. (2024). WEAVING LGBTQIAPN+ RESISTANCE IN EDUCATION: : the construction of curriculum acts in cyberculture against silencing. Revista Periferia UERJ, 16(1), e85923. https://doi.org/10.12957/periferia.2024.85923

Issue

Vol. 16 No. 1 (2024): Periferia

Section

Dossier

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