O tratamento da diferença sob a ótica das políticas públicas na Escola Céu Azul da Rede Municipal de Ensino de Belo Horizonte

Abstract

The following study aimed to analyze the relationships found in the educational and socio-cultural context and the guidelines used as references to mediate and base these relations at the school “Escola Céu Azul”, which is a member of the County Educational System of Belo Horizonte. A bibliographical research was done in the school “Escola Céu Azul”, which the purpose was to find the documents generated by the community of this school, created to establish parameters and guidelines in the different relations between the people that make up the community.With the documents in hands, I was able to compare the guidelines mentioned in those documents with the regulation supposedly used on the construction of the documents, found in official forms, both federal, and municipal.To support concepts and terms verified during the analysis of the documents I used Rogério Diniz Junqueira, Guacira Lopes Louro, on the issues involving gender identity and sexuality, allowing me to find important gaps and concerns, which are not easily noticed because of the lack of incentive in new knowledge and further discussion.On the other hand, the research found in studies made by Ilma Passos Alencastro, Luzia Borsato Cavagnari, Demerval Saviani e Maria da Consolação Rocha were essential for the understanding of the process that scrolls the construction of a democratic management in schools, which are heavily infected by the precepts of heteronormativity.After reading the mentioned authors, the documents of federal and municipal governmental, the internal rules of the school, and because of the absence of such an important document as the Pedagogical Political Project / PPP, I could understand part of the process of violence generated by intolerance among the individuals that form the community of the school “Escola Céu Azul”, and that I daily certify.The society that embraces these subjects uses the prerogative that it is the school's responsibility to turn the individual into a social being. However, how will this person understand the existence of diversity in the world around him if his vision is still limited to his own space? Those responsible for this transformation, as presupposed by the society, fail for also being attached to convictions bounded by heteronormativity.In contrast, important documents as the Guidelines of Education for Gender Relations in the County Educational System of Belo Horizonteand the PPP, which should be composed democratically, most often are generated vertically.Besides that, deeper discussions involving all the individualsfrom each school community to talk about their issues,becomes a lost opportunity, while it could be a way to promote the expansion of their vision and enable them to participate in coming up with their own solutions and strategies.