Currículo escolar e gênero: a constituição generificada de corpos e posições de sujeito meninos-alunos

Abstract

Using the theoretical reference of the queer studies and the post-structuralist branch of cultural studies, this work presents analyzes of discursive gender related practices, that produce bodies and boys-students like subject positions, in a school curriculum of the first years of elementary education. The research was conducted in a public school in Belo Horizonte, Minas Gerais, Brasil, through a methodology that combined ethnographic procedures of data gathering with queer analyzes of the data obtained. The main argument developed in this dissertation was that the norms of gender operate in the researched curriculum in such a way to classify and put the bodies in hierarchical order as adequately boys-students and as fagies-boys-students or women-boys-students. For the production of the boys-students bodies, several subject positions are constituted and are articulated around the normative standard active-masculine-body and passive-feminine-body. The abject-boy-student subject position is produced as being the boy-student who is frequently threatened, disrespected, criticized by his classmates for not presenting the characteristics considered as being masculine. At the researched curriculum, the abjection to the boys-students that dont fit in the gender norms acts as an important strategy for the production efficient and warrior bodies. In order to produce those bodies, gender norms and mechanisms of power operate in conjunction, promoting the competition and the constant search for first positions. Escapes of the generificated production of boys-students-bodies are allowed to boys-students who demonstrate characteristics that were validated as being masculine or, also, are produced by the curriculums collective practices that are proposed by school staff.