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The LGBT Movement and the Gender and Sexual Diversity Education

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The LGBT Movement and the Gender and Sexual Diversity Education O movimento LGBT e as políticas de educação de gênero e diversidade sexual: perdas, ganhos e desafiosI Cláudia Pereira ViannaII Resumo Este artigo explora a relação entre Estado e movimentos sociais na produção de políticas públicas de educação voltadas para o gênero e para a diversidade sexual. Esta reflexão toma como fontes principais duas investigações mais recentes voltadas para a compreensão da introdução do gênero e da diversidade sexual nas políticas públicas de educação no Brasil, no governo de Luiz Inácio Lula da Silva: uma tese de livre-docência (VIANNA, 2011) e outro trabalho que verificou como as políticas voltadas para o currículo foram compreendidas, apropriadas e implementadas por professoras e professores de escolas públicas do estado de São Paulo (VIANNA, 2012). A intenção deste artigo foi olhar a produção dessas políticas a partir das tensões presentes na interlocução do governo Lula com demandas sociais por diminuição da desigualdade e construção de direitos sociais advindas do movimento LGBT (Lésbicas, Gays, Bissexuais, Transexuais e Transgêneros). Ao discutir ganhos, perdas e desafios futuros, o texto destaca as contradições presentes no processo de interlocução entre o governo e o movimento LGBT. Quando o governo introduz demandas de gênero e diversidade sexual na educação, parece querer valorizar o tema sem considerar as relações de poder que determinam os parâmetros tradicionais que sustentam as relações de gênero e as identidades docentes no cotidiano escolar. Palavras-chave I- Uma primeira versão deste artigo foi apresentada como trabalho encomendado Educação — Políticas públicas — Gênero — Diversidade sexual — pelo GT Movimentos Sociais, Sujeitos Movimento LGBT. e Processos Educativos para a 35ª Reunião Anual da Associação Nacional de Pós-Graduação e Pesquisa em Educação (ANPEd), a quem agradeço o debate. Agradeço também o apoio do CNPq e a imprescindível colaboração da bolsista Natália da Cruz e da mestranda Liane Rizatto, bem como a leitura atenta e cuidadosa de Maria Cristina Cavaleiro e Elisabete Oliveira. II- Universidade de São Paulo, São Paulo, SP, Brasil. Contato: [email protected] Educ. Pesqui., São Paulo, v. 41, n. 3, p. 791-806, jul./set. 2015. http://dx.doi.org/10.1590/s1517-97022015031914 791 The LGBT movement and gender and sexual diversity education policies: losses, gains and challengesI Cláudia Pereira ViannaII Abstract This article explores the relation between the State and social movements in the production of public education policies focused on gender and sexual diversity. This reflection takes as its main sources two recent investigations dedicated to understanding the introduction of gender and sexual diversity into public education policies in Brazil during the Luiz Inácio Lula da Silva government: one livre-docência thesis (VIANNA, 2011) and another work that investigated how the curriculum policies were understood, appropriated and implemented by public school teachers in the state of São Paulo (VIANNA, 2012). The purpose of this article is to look at the production of these policies from the viewpoint of the tensions present in the dialogue between the Lula government and the social demands made by the LGBT (Lesbian, Gay, Bisexual, and Transgender) movement to reduce inequality and to construct social rights. By discussing gains, losses and future challenges, the text highlights the contradictions found in the processes of interlocution between the government and the LGBT movement. When the government introduces gender and sexual diversity demands in education, it seems to be willing to value the theme without considering the power relations that determine the traditional parameters supporting gender relations and teaching I- A first version of this article was identities in daily school life. presented as a work commissioned by the Workgroup on Social Movements, Subjects and Education Processes for Keywords the 35th Annual Meeting of Associação Nacional de Pós-Graduação e pesquisa em Educação (ANPED) — National Education — Public policies — Gender — Sexual diversity — LGBT Association of Graduate Studies and movement. Research in Education), to whom the author wishes to express her gratitude. She also acknowledges the support of CNPq and the invaluable collaboration of the undergraduate student Natália da Cruz and of the MA student Liane Rizatto, as well as the careful reading of the text made by Maria Cristina Cavaleiro and Elisabete Oliveira. II- Universidade de São Paulo, São Paulo, Brazil. Contact: [email protected] 792 http://dx.doi.org/10.1590/s1517-97022015031914 Educ. Pesqui., São Paulo, v. 41, n. 3, p. 791-806, jul./set. 2015. Os conceitos e o recorte de Cunha (2002), que o exame do processo de análise elaboração das políticas educacionais deve partir da identificação dos respectivos grupos A reflexão aqui apresentada procura que reivindicam do Estado interesses concretos, explorar alguns dos pontos para os quais venho de cunho material ou simbólico. Mais do que buscando respostas ao longo de duas décadas uma análise lógica, as políticas públicas de de investigações acerca da relação entre Estado educação exigiam uma análise sociológica dos e movimentos sociais na produção de políticas campos sociais que disputam e/ou se articulam públicas de educação, sob a ótica das relações em torno de interesses por vezes contraditórios. de gênero e da diversidade sexual. São pontos Nessa arena de relações conflituosas, a busca alinhavados ano a ano e, ainda hoje, resta a por compreensão dessas políticas implicou impressão de que muito se tem por fazer. Os examiná-las enquanto respostas materializadas resultados aqui expostos são modestos e tomam na forma de documentos, planos, programas e como fontes principais duas investigações ações (VIEIRA, 2007). mais recentes voltadas para a compreensão da Focada em um único governo, com dois introdução do gênero nas políticas públicas mandatos, privilegiei a crítica à concepção de educação no Brasil no governo Lula. A monolítica de Estado, dando destaque à primeira delas, com resultados publicados compreensão de seu caráter dinâmico e em minha tese de livre-docência (VIANNA, heterogêneo, que ao mesmo tempo produz 2011), examinou a produção acadêmica sobre e sofre as consequências da luta pela a introdução do gênero e da sexualidade nas concretização de ideais democráticos e é posto políticas educativas e constatou a ênfase dessas em ação pelos diferentes governos, sendo políticas no currículo e na formação docente. o principal responsável pelo atendimento A segunda investigação verificou como as dessas demandas (O’DONNELL, 1980, 1981; políticas voltadas para o currículo – propostas POULANTZAS, 1980). no âmbito do Estado – foram compreendidas, Foram de grande valia os estudos de apropriadas e implementadas por professoras Debbie Epstein e Richard Johnson (2000) a e professores de escolas públicas do estado de respeito do caráter sexuado do Estado e de São Paulo (VIANNA, 2012). suas políticas nacionais e locais que interpelam Com base nas informações obtidas nas e regulam várias das concepções de família, investigações mencionadas, a intenção neste reprodução, educação, entrelaçadas com artigo foi olhar a produção das políticas públicas a construção das relações de gênero e da de educação voltadas para o gênero e para a diversidade sexual. Em suas investigações, diversidade sexual, a partir dos tensionamentos ambos os autores demonstram a relação presentes na interlocução do governo de Luiz entre nacionalidade e sexualidade presente Inácio Lula da Silva em seus dois mandatos na regulação das identidades sociais, sendo com demandas por diminuição da desigualdade a escola uma das instituições importantes e construção de direitos sociais. de seleção, veiculação, reconhecimento ou Nesse sentido, políticas públicas foram negação de direitos. aqui entendidas como Estado em ação. Ou Nesse caso, o foco empírico do recorte seja, o governo assume, por determinado proposto dirigiu-se para demandas de período, as funções do Estado por meio de educação de apenas um movimento social: programas e planos que envolvem diferentes o que representa lésbicas, gays, bissexuais, órgãos públicos, organismos e instâncias da transexuais e transgêneros (LGBT)1 junto ao sociedade relacionadas à política implementada 1- São muitas as representações envolvidas, além das várias mudanças (HÖFLING, 2001). Considerei, com Luiz Antônio na sigla representativa desse movimento no Brasil. A mais comum, GLS Educ. Pesqui., São Paulo, v. 41, n. 3, p. 791-806, jul./set. 2015. 793 governo Lula. Logo, não se trata de reflexão Ainda inspirada em Melucci (2000, 2001), teórica sctritu sensu sobre a relação entre considerei que a identidade LGBT ultrapassou Estado e movimentos sociais, e nem mesmo escolhas racionais, mostrando-se aberta, sobre Estado, governos e políticas públicas reflexiva, múltipla, diferenciada e tensionada de educação. Tampouco busquei uma análise por um embate contínuo entre expectativas e apurada do papel do movimento LGBT no frustrações diante da possibilidade de garantir a governo Lula em geral ou das tensões entre seus efetivação de suas reivindicações. Embora ciente ativistas. de que essa identidade coletiva remetesse a um Todas as ponderações propostas neste processo contínuo de formulação e reformulação, artigo partiram de um determinado fenômeno perguntei pela demanda desse movimento social empírico que remete às ações e lutas coletivas. organizado e pelos novos desafios para a própria Todavia, dentro do meu referencial teórico, elaboração das políticas
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