Banca de DEFESA: ROBÉRIO NUNES MAIA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : ROBÉRIO NUNES MAIA
DATE: 26/07/2024
TIME: 09:00
LOCAL: Auditório 01 do PPGEd - NEPSA II
TITLE:

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KEY WORDS:

Listening, Affections, Discurse, Sexuality, Education.

PAGES: 204
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

What do the discourses of homosexual students about sexuality reveal in the encounter between the discursive concreteness (the film, the drawings, the interviews) of the Places of Affection workshop? In this thesis, we seek to analyze the discourses of homosexual students from the Technician High School level of the IFRN/NatalCentral Campus about sexuality, based on the Places of Affection workshop. As specific objectives, we aim to (i) problematize, through the film Marvin (2017), the discourses on sexuality based on an affection politic. (ii) Understand, through the Places of Affection workshop, how the imagery production of the drawing enabled the students’ discourse on sexuality. (iii) Describe, based on the discourses of the self, the possibility conditions for listening as Affections Pedagogy of in the educational context. The analytical corpus, made up of the film, drawings and interviews, was examined according to the theoretical framework of gender and sexuality studies and analyzed, as a archive, based on Discourse Analysis from a Foucauldian perspective. The methodological approach of the research was qualitative within an exploratory mindset. For this purpose, a group of homosexual students from the IFRN/NatalCentral Campus were invited to join in Places of Affection workshop. During the workshop, we could carry out Marvin (2017) film review and the making of drawings by the participants, followed by an interview, as a strategy to problematize the possibilities condition for the sexuality discourse emergence. The results we have got with the analysis were as follows: the Places of Affection workshop proved to be a powerful political-pedagogical resource, because based on its discursive concreteness, it brought out the discourses of sexuality in a dialogical process that mediated listening as a pedagogy of affections between students and the institution; the film made prominent the knowledge and forces that intertwine the processes of subjectivation of sexuality at the school as a political space for affections; the drawings constitute a pedagogy, as they educate people to listen and access the archive of affections in the subjects' speeches; the participants feel comfortable in talking about their sexuality at school, because they see it as a safe environment; their friends’ groups constitute as a space for listening and the sexuality subjectivation at school environment.

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