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Análisis (Crítico) Del Discurso Legislativo En Materia De Educación En El Estado Español Desde Una Perspectiva Queer

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Análisis (Crítico) Del Discurso Legislativo En Materia De Educación En El Estado Español Desde Una Perspectiva Queer Análisis (crítico) del discurso legislativo en materia de educación en el Estado español desde una perspectiva queer José Javier Moreno Sánchez Departamento de Filología española, Lingüística general y Teoría de la Literatura Facultad de Filosofía y Letras Análisis (crítico) de l discurso legislativo en materia de educación en el Estado español desde una perspectiva queer José Javier Moreno Sánchez Tesis presentada para aspirar al grado de DOCTOR POR LA UNIVERSIDAD DE ALICANTE Programa de doctorado en Estudios lingüísticos Dirigida por: Dra. Carmen Marimón Llorca 1 Agradecimientos Doy las gracias a mi directora de tesis, Carmen Marimón, con quien inicié hace más de 30 años un viaje que hoy llega a puerto. A su marido, Juan Antonio Roche, por animarme desde el principio. A mis amigos Tony Ahmet, Flaminia Graziadei, Giulia Gianni y Naïma Benaicha, y también a la profesora Ochy Curiel, que han enriquecido estas páginas con su testimonio. A Paloma Gómez, por su intercesión. A mis queridas amigas y compañeras Alicia Pérez, Isabel Santacruz, Irene Pérez, María Jesús Pérez, Ana García y Gabriela Espiñeira, que han soportado mis monólogos durante años. A Blanca Handrich, por aguantarme. A Fernando Sánchez, por confi ar en mí. A Salvador y Mar, del colegio Joaquín Sorolla de Alicante, por creer en mi proyecto. A Daniela Osterholz, por su apoyo constante en la distancia. A Antonella Viscardi, por su cariño. A Tony Slater, por su lealtad. A mi familia. 2 3 ÍNDICE Preámbulo ……………………………………………………… …. 11 Introducción: De lestri gones, cíclopes y molinos……………… 21 I. El Analísis Crítico del Discurso: de dónde viene, adónde va y por qué me sirvo de él para mis fines…………………………………… 23 I.1. El Orden del Discurso………………………………………………. .23 I.2. El Análisis Crítico del Discurso: un arma cargada de futuro …….26 II. Plan de investigación ……………………………………… ....... ........41 II.1. La pregunta…………… ……………………………………………...42 II.2. Las hipótesis………… ……………………………………………….42 II.3. Los objetivos………… ……………………………………………….43 II.4. Metodología(s)……… ………………………………………………..44 II.5. Estructura de la tesis……… ………………………………………...61 PARTE PRIMERA . La Teoría Queer : La realidad y el deseo Capítulo 1. Pasado, presente y futuro de l a Teoría Queer ………………..67 1.1. Etimología e inicios de la Teoría Queer …………………………….69 1.2. Queer en la Academia………………………… …………………….72 1.2.1. La Historia de la Sexualidad del mago Foucault ……………73 1.2.2. Las tribulaciones del género de la maga Butler … ………….77 1.3. Presente y futuro de la teoría queer ………………………………..85 1.3.1. El camino de Oz ………………………………………………..85 1.3.2. Futuro y utopía de la teoría queer ……………………………89 1.4. La Teoría Queer en el Estado español………… …………………..92 1.5. Algunas definiciones, antes de seguir……… ………………………98 Entrevista con Flaminia Graziadei… ……………………………………107 Cap ítulo 2. La Dama de Shanghai en el callejón del gato… ……………..112 2.1. La posmoderna evanescencia de la identidad……… …………116 2.2. Homosexualidad… ………………………………………………...123 2.2.1. Del llanto de Aquiles a la ll amada de Lord Kitchener………123 2.2.2. La homosexualidad según Foucault …………………………125 4 2.2.3. Heteronormatividad y homonormatividad ………………… ...130 2.3. Trans*exualidades …………………………………………………132 2.4. Intersexualidades … … …………………………………………….137 2.5. Conclusiones… …………………………………………………….141 Entrevista con Ochy Curiel ………………………………………………. 143 Capítulo 3. Feminismos ……………………………………………………….151 3.1. La marca del género … ……………………………………………153 3.2. Género y feminismos… …………………………………………..157 3.3. Los otros feminismos: etnicidad, feminismo queer y feminismo lesbiano… ………………………………………………………….161 3.3.1. Feminismo y etnicidad. El feminismo decolonial ………….161 3.3.2. Feminismo queer y feminismo lesbiano… …………………165 3.3.3. Feminismos en el Estado español… ……………………….171 Entrevista con Naïma Benaicha… …………………………………………..174 Capítulo 4. La Pedagogía Queer …………………………………………….181 4.1. Antecedentes: Michel Foucault, Jacques Rancière y la Pedagogía Crítica …………………………………………………183 4.2. Razones para una pedagogía queer ……………………………191 4.2.1. Homofobia y transfobia en el ámbito educativo… …………192 4.2.2. Algunas consideraciones epidemiológicas antes de continuar… …………………………………………………….195 4.2.3. Más allá de la otientación y la identidad… …………………198 4.3. La necesidad de una Pedagogía queer … ……………………...203 4.3.1. Deborah Britzman o la transgresión ………………………...203 4.3.2. Después de Britzman …………………………………………208 4.4. La Pedagogía Queer en el Estado español… ………………….216 4.5. En r esumen ………………………………………………………..220 Entrevista con Tony Ahmet… ……………………………………………222 Capítulo 5. La lingüística queer ……………………………………………...227 5.1. Los estudios del lenguaje desde la perspectiva queer ……………229 5.2. Lingüística queer y Análisis Crítico del Discu rso: dos patas del mismo banco…………………………………………………………...237 5.3. Aplicaciones de la lingüística queer en el ámbito educativo ……...243 Entrevista con Giulia Gianni… ……………………………………………….246 5 PARTE SEGUNDA. Lex ipsa loquitur Capítulo 6. La política y la policía: contar o no contar……… …………….256 6.1. Discurso, política (¿o policía?) y dominación… ………………..258 6.1.1. Política y discurso… ………………………………………….258 6.1.2. La policía y la política: el pensamiento de Rancière ……...261 6.2. El discurso de la ley… …………………………………………….263 6.2.1. El discurso de los políticos… ………………………………..263 6.2.2. La Teoría Queer del Derecho……………………………….265 6.2.3. El análisis de los textos jurídicos… …………………………268 6.3. Conclusiones antropológico - poéticas… ………………………...272 Capítulo 7. Análisis crítico del discurso legislativo educativo español desde una perspectiva queer… ……………………………………………………...275 7.1. Delimitación del corpus …………………………………………..277 7.2. Metodología……………………………………………………….278 7.3. Los años de la ley ………………………………………………...279 7.3.1. 2006: el año de la LOE ……………………………………….280 7.3.2. 2013: el año de la LOMCE …………………………………...285 7.4. An álisis (crítico) del discurso…………………………………….290 7.4.1. Dramatis personæ … ………………………………………….290 7.4.1.1. El alumnado… ………………………………………..291 7.4.1.2. El profesorado ………………………………………..297 7.4.1.3. Las familias… …………………………………………307 7.4.1.4. La Administración… ………………………………….310 7.4.1.5. Resum en… ……………………………………………316 7.4.2. Temas y definiciones… ……………………………………….316 7.4.3. Argumentación, fuentes y legitimación… …………………...336 7.5. Resumen… ………………………………………………………..342 Conclusiones… …………………………………………………… 345 Bibliografía… ……………………………………………………… 354 Legislación consultada… ………………………………………... 373 Anexo… …………………………………………………………… 374 6 ÍNDICE DE ILUSTRACIONES Ilustración 1: P ortada de Il ritorno d´Ulisse in patria ………………………... 19 Ilustración 2: Don Quijote y los molinos de viento, grabado de G. Doré ….28 Ilustración 3: Hermes con el niño Dioniso ……………………………………51 Ilustración 4: R izoma de Deleuze y Guattari …………………………………57 Ilustración 5. Placa visible en el Guildhall de Rochester, UK ………………69 Ilustración 6: Imagen de la película El Mago d e Oz (1939) de King Vidor ..92 Ilustración 7: Cartel de GtQ “Aberración del DNI”, manifestación del “orgullo”, Madrid, 2004 ………………………………………………………….96 Ilustración 8: Flaminia Graziadei durante un rodaje ……………………….110 Ilustración 9: Póster de Lord Kitchener llamando a filas …………………..125 Ilustración 10: Ochy Curiel ……………………………………………………149 Ilustración 11: Che cosa mi proteggerà dalla violenza degli uomini ? …...162 Ilustración 12: Naïma Benaicha ……………………………………………...179 Ilustración 13: Sorteo Extraordinario de Navidad de 2017 ………………..200 Ilustración 14: Evolución de los delitos de odio en España entre 2015 y 2016 y distribución porcentual en 2016 ……………………………………..201 Ilustración 15: Tony Ahmet …………………………………………………...225 Ilustración 16: Portada de Gay Phrase Book …………… ………………….234 Ilustración 17: Giulia Gianni …………………………………………………..252 Ilustración 18: Portada de El País de 19 - 02 - 2006 …………………………282 Ilustración 19: Portada de El País, 26 de abril de 2013 …………………..286 Ilustración 20: Manifestación contra la LOMCE ……………………………289 Ilustración 21: El camino de bal dosas amarillas…………………………...353 7 ÍNDICE DE GRÁFICAS Gráfica 1: Matrimonios del mismo sexo, España, 2005 - 2013 ……………287 Gráfica 2: Representación g enérica del alumnado en la LOE……………293 Gráfica 2: Representación genérica del profesorado en la LOE …………298 Gráfica 3: Represe ntación genérica de las familias en la LOE …………..310 ÍNDICE DE TABLAS Tabla 1: Muestra del estudio de campo …………………………………….302 Tabla 2: Promedios de puntuaciones asignadas a los conceptos del diferencial semánt ico ………………………………………………………….304 Tabla 3: Promedios por sexo …………………………………………………304 Tabla 4: Promedios por etapa ………………………………………………..304 Tabla 5: Promedios por sexo y etapa ……………………………………….305 ÍNDICE DE FIGURAS Figura 1… ……………………………………………………………………… .3 2 Figura 2… ……………………………………………………………………….36 Figura 3… ……………………………………………………………………….38 Figura 4… ……………………………………………………………………….54 Figura 5… ……………………………………………………………………….55 8 . 9 “Todo sistema de educación es una forma política de mantener o de modificar la adecuación de los discursos, con los saberes y los poderes que implican”. Michel Foucault , El Orden del Discurso “La sociedad contra - sexual promueve la modificación de las instituciones educativas tradicionales y el desarrollo de una pedagogía contra - sexual high - tech con el fin de maximizar las superficies eróticas, de diversificar y mejorar las prácticas contra - sex uales. La sociedad contra - sexual favorece el desarrollo del saber - placer y de las tecnologías dirigidas a una transformación radical de los cuerpos y a una interrupción de la historia de la humanidad como naturalización de la opresión (naturalización de la clase,
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