LGBTQIA + TERRITORIALITIES IN BASIC EDUCATION: THE WORKSHOP AS A FIGHTING AND RESISTANCE TOOL.
Workshop, LGBTQIA+ Territoriality, Geography Teaching, Gender.
This research brings as an object of study the school space from the spatial practices with students LGBTQIA +, considered deviant to the heteronormative and hegemonic sociocultural patterns. In this sense, the concept of Territory (and its derivatives: territorialities and experienced territories) is chosen as a guide for such study, since such spatial practices become “marginal” experiences because imply crossing of borders, conflicts and are constituted from the power relations. The final product is an interdisciplinary workshop that addresses content that links Geography, Gender and Sexuality in Elementary School II, based on the BNCC’s laws (2015) and Cross-cutting Themes (from the National Curriculum Parameters). The theoretical foundation revolves around the concepts of Territory, Gender and Sexuality and the concept of Cursed Geography, based on references: TUAN (1985); RAFFESTIN (1993); SILVA et all. (2013); THIOLLENT (1986); RIBEIRO (2017); VENCATO (2014); ABRAMOVAY (2015), DE SOUZA (2013); MOORE (2000); BOURDIEU (1999); BUTLER (2003); LOURO (2004); JUNQUEIRA (2009); WALTRIK (2018), in addition to the documents that underlie and guide Brazilian education. The methodology used is based on action research, that figure out in the daily lives of many teachers’s experiences, and unfolds in a set of educational practices based on a lived reality. As a result, there will be an analysis of workshops applications, understood as an educational product that guides and justifies the fight for respect, for diversity in the school environment and the strengthening of the territorialities of LGBTQIA + students.