Desafios de [atu]ação docente envolvendo modelos outros de família, de gênero e de sexualidade em livros didáticos

Abstract

This work is the report of a research about family configurations present in Portuguese high school textbooks. The main question that motivated the study is about the occurrence or not, in these teaching manuals, of models of non- traditional families, especially those built on homoaffective bases. This problematization takes place from the analysis of discourses conveyed by the representations of family compositions, in the search to identify how they are produced, reproduced and/or contested by teachers who use these teaching materials in the classroom. It seeks to analyze how the family is represented in schoolbooks, investigates whether the family models reproduced in the analyzed instruments include homosexual couples and/or present members with this orientation, and identifies the discourses conveyed by these representations of families. In addition, it seeks to understand how professionals working in high school deal [or not] with this topic in their classes and seeks to understand the effects of gender discourses in textbooks, in the discourses of teachers that can reinforce or resist movements. neoconservatives. Following the theoretical bases of Applied Linguistics, the research adopted different instruments, such as document analysis and Focus Group (FG). For data analysis, the principles of Critical Discourse Analysis (CDA) were adopted, through the guidelines of Fairclough (2003, 2001), Resende and Ramalho (2010, 2011), Magalhães (2005, 2019), and scholars the theme of education, language and gender and sexuality, in Butler (1999, 2003, 2021); Foucault (1996, 2005, 2013, 2014); and Louro (2000, 2014, 2017, 2018). The research results indicate that the texts published in high school textbooks spread hegemonic discourses of gender and sexuality that circulate in society, not approaching this theme from a perspective of promotion and respect for diversities, in relation to the multiple configurations of families and that great some teachers silence or reproduce these discourses without proposing reflections and problematizations that generate attitudes of resistance and social change.