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Narrativas Coloridas: Uma Pi(N)Tada De Teoria Queer No Currículo

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Narrativas Coloridas: Uma Pi(N)Tada De Teoria Queer No Currículo UNIVERSIDADE DO ESTADO DE MATO GROSSO PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO MESTRADO EM EDUCAÇÃO WALLACE SANTOS VIEIRA NARRATIVAS COLORIDAS: UMA PI(N)TADA DE TEORIA QUEER NO CURRÍCULO CÁCERES-MT 2018 WALLACE SANTOS VIEIRA NARRATIVAS COLORIDAS: UMA PI(N)TADA DE TEORIA QUEER NO CURRÍCULO Dissertação de Mestrado apresentada ao Programa de Pós-Graduação em Educação da Universidade do estado de Mato Grosso, como requisito parcial para obtenção do título de Mestre em Educação. Orientadora professora Dra. Maritza Maciel Castrillon Maldonado. CÁCERES-MT 2018 Walter Clayton de Oliveira CRB 1/2049 VIEIRA, Wallace Santos. V657n Narrativas Coloridas: Uma Pi(N)Tada de Teoria Queer no Currículo / Wallace Santos Vieira – Cáceres, 2018. 156 f.; 30 cm.(ilustrações) Il. color. (sim) Trabalho de Conclusão de Curso (Dissertação/Mestrado) – Curso de Pós-graduação Stricto Sensu (Mestrado Acadêmico) Educação , Faculdade de Educação e Linguagem, Câmpus de Cáceres, Universidade do Estado de Mato Grosso, 2018. Orientador: Maritza Maciel Castrillon Maldonado 1. Heteronormatividade. 2. Homofobia. 3. Diferença. 4. Cinema. 5. Currículo. I. Wallace Santos Vieira. II. Narrativas Coloridas: Uma Pi(N)Tada de Teoria Queer no Currículo: . CDU 316.647.82 WALLACE SANTOS VIEIRA NARRATIVAS COLORIDAS: UMA PI(N)TADA DE TEORIA QUEER NO CURRÍCULO Dissertação de Mestrado aprovada no Programa de Pós-Graduação em Educação da Universidade do estado de Mato Grosso, para obtenção do título de Mestre em Educação. BANCA EXAMINADORA ____________________________________________________________ Dra. Maritza Maciel Castrillon Maldonado (Orientadora – PPGEdu/UNEMAT) ____________________________________________________________ Dr. Carlos Eduardo Ferraço (Membro Externo – PPGedu/UFES) ____________________________________________________________ Dr. Alceu Zoia (Membro Interno – PPGedu/UNEMAT) APROVADA EM: 02/02/2018. Dedico esta dissertação ao meu pai, seu Juarez, e a minha mãe, dona Francisca, pelo amor, apoio e incentivo! Agradeço A Deus pelo colorido da vida e por ter colocado em meu caminho pessoas especialmente coloridas que merecem os meus agradecimentos; Ao Programa de Pós-Graduação em Educação PPGEDU/UNEMAT por ter proporcionado que o sonho da qualificação se tornasse possível; À minha orientadora Maritza Maldonado que possui o colorido da alegria e da felicidade, pela acolhida, pelos encontros felizes, pelas boas conversas regadas a doses de bom humor, vinho e risadas, pela paciência, pelos e-mails que, em sua singeleza, sempre foram incentivo, pelas inferências e contribuições a esta dissertação sempre muito bem-vindas. Obrigado por me mostrar que é possível pôr cor para além do que eu havia pensando. Aos/às professores/as Alceu Zoia, Carlos Eduardo Ferraço e Fabio Zoboli pelas valiosas e coloridas contribuições a esta dissertação; Aos/às professores/as do Programa de Pós-Graduação PPGEDU/UNEMAT, Paulo Alberto dos Santos Vieira, Loriége Pessoa Bitencourt, Heloisa Salles Gentil, Alceu Zoia, Kleber Tuxen Carneiro, Odimar José Peripolli e Maria do Horto Sales Tiellet, por me permitirem lançar novos olhares sobre a Educação que ainda não havia ousado; Aos vinte e um amigos e amigas que fiz no mestrado, Ana Paula, Claudia, Daiane, Edileuza, Elina, Emanoel, Ester, Eva, Everaldo, Helen, Kássia, Karina, Krys, Laécio, Lucinalda, Marcia, Nilson, Raffaello, Samara, Tatiane e Waldemir. Vocês são MARA! À minha amiga cangaceira Samara pelas boas conversas, risadas e companhia nas idasevindas do nosso Nortão até Cáceres; À amigairmã que o mestrado me presenteou, Kássia Filiagi, sem palavras pra dizer o quanto sou grato por você fazer parte disso e da minha vida. Amo! À amiga Ana Paula Barbosa, sua extraOrdinária, também tens parte nisso. Obrigado por me permitir em sua vida! Ao meu amigo Edivagner por me receber em sua casa, pelas boas conversas regadas a uma boa cerveja para descontrair. À amiga Andréia Melo pela acolhida inicial em sua casa, por me tranquilizar quanto à entrevista durante a seleção do mestrado, pelas excelentes conversas e por ser também uma pessoa especial em minha vida. Aos amigos de todas as horas, Adriano e Elaine que sempre ofereceram um ombro, companhia, disponibilidade para me ouvir (e olha que eu nem falo) e para dar risadas. À Elaine agradeço especialmente pela ajuda na revisão do projeto de seleção. À amiga Nilséia que sempre me incentivou e torceu e torce por mim. Aos/às amigos/as da EE José Domingos Fraga, Cláudia, Ana Paula, Leny, Argilei, Odair, Sandra, Rosana, Elisangela Marques, Sonia e Ivonete – Vocês são especiais! À SEDUC/MT pela concessão do afastamento para qualificação sem a qual seria necessário um esforço mais que hercúleo para que a qualificação se concretizasse; Aos/às amigos/as e colegas do Grupo de Pesquisa GEPecscc e do Ateliê de Imagem e Educação pelos encontros formativos, valorosas conversas que muito contribuíram para colocar outra cor a esta dissertação – abro um parênteses para agradecer especialmente à Luana e Gabriela pelas transcrições – vocês são demais!; Ao Diego pelos momentos de convívio onde o riso frouxo esteve presente dando o tom feliz ao encontro; Ao David Taffarel pela companhia agradável, pelo riso fácil, pelo incentivo e apoio nos momentos finais e importantes da escrita desta dissertação; Aos/às professores/as da rede pública de educação de Cáceres por suas narrativas cheias de brilho, luz e vida. O amor é essencial. O sexo, um acidente, pode ser igual, pode ser diferente. Fernando Pessoa RESUMO Nesta dissertação problematiza-se a heteronormatividade e a homofobia, tão presentes nos cotidianos escolares, mediante narrativas dos/as praticantespensantes (professores e professoras) da educação pública do município de Cáceres/MT. Assim, esta pesquisa resulta da segunda etapa do projeto “Cinema, infâncias e diferença: problematizando a educação, o cotidiano da escola e o currículo”, a partir de imagens e sons produzidos pelo cinema. Para tanto, foram exibidos cinco filmes que abordavam o tema gênero e sexualidade. A proposta do projeto configura-se em uma formação continuada de professores/as que acontece em sessões do Cineclube (Re)Existência, realizadas em noites alternadas de terças-feiras, momentos em que os filmes são apresentados e, ao final, abrem-se rodas de conversas, que são filmadas, gravadas e transcritas. Essas narrativas são concebidas, pela equipe do projeto, como personagens conceituais. Busco, nas narrativas, potencializar as cores que borram, pintam e colorem os currículos e os cotidianos escolares. Valendo-me das inspirações deleuzianas que percebem o cinema como potencializador do pensamento que “força a pensar”, problematizo, também, nesta pesquisa, a diferença. A teorização foucaultiana conversa, nesta dissertação, com os Estudos de Gênero e Sexualidade, especialmente com os trabalhos que fazem a relação desse campo com a educação, e também com os aportes conceituais da Teoria Queer, para que se possa pensar a possibilidade de um currículo colorido. Palavras-Chave: Heteronormatividade, Homofobia, Diferença, Cinema, Currículo. ABSTRACT Goal, with this dissertation, to problematize the heteronormativity and homophobia so present in school everyday through the narratives of practitioners/thinking (teachers and teachers) of public education in the city of Cáceres / MT. Thus, this dissertation results from the second stage of the project "Cinema, childhood and difference: problematizing education, school daily life and curriculum", from images and sounds produced by the cinema, where were shown five films that addressed the theme gender and sexuality. The proposal of the project is a continuous training of teachers that takes place in sessions of film, performed on alternate nights of Tuesdays, moments in which the films are presented and, at the end, a round of conversations is opened, which are filmed, recorded and transcribed. These narratives are conceived by the project team as conceptual characters. I seek in the narratives to potencialize the color that blur, paint and color the school curricula and everyday. Using Deleuze's inspirations that perceive cinema as a potentiator of thought that "forces thinking", and thus, problematizing and also thinking the difference. Foucauldian theorization will talk with Gender and Sexuality Studies, especially with the works that make the relationship of this field with education, as well as with the conceptual contributions of Queer Theory so that we can think about the possibility of a colorful curriculum. Keywords: Heteronormativity, Homophobia, Difference, Cinema, Curriculum. LISTA DE SIGLAS E ABREVIATURAS AIE – Ateliê de Imagem e Educação BNCC – Base Nacional Curricular Comum MEC – Ministério da Educação MESP – Movimento Escola Sem Partido PCIS – Programa de Combate à Intimidação Sistemática PCN’s – Parâmetros Currulares Nacionais SECAD – Secretaria de Educação Continuada, Alfabetização, Diversidade e Inclusão UNEMAT – Universidade do Estado de Mato Grosso LISTA DE FOTOGRAFIAS Fotografia 1 - Banner com o logo do AIE utilizado para divulgação nas redes...... sociais.................................................................................................................................. 56 Fotografia 2- Roda de conversa iniciada após a exibição de um filme............................... 57 Fotografia 3- Cena do filme Tomboy.................................................................................. 63 Fotografia 4- Cena do filme Tomboy.................................................................................. 64 Fotografia 5- Cena do
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