Dissidências de gênero e sexualidade nos currículos da formação em psicologia: dos percursos marginais às linhas transversas

Abstract

In this research, we seek to accompany anti-disciplinary movements (Certeau) in psychology academic education, through cartographic interviews, proposed as a conversation with the people participating in the research, about the interference of gender and sexuality activism in hegemonic curricular practices, such as dissent from the paradigm of normality that underlies the disciplinarization of this field of knowledge-power. Seeking contradispositive transversalities of these normalizing and disciplinary regimes of truth of psi knowledge, the intention was to transcreate narratives composed between conversations, as an update of memories of formative daily life, in oral history. Accompanying a critical perspective to disciplinary practices in the production of knowledge, according to Foucault and Certeau, we consider alliances, ruptures and referential intercessors between activism and experiences of genders and sexualities in the formative processes in undergraduate psychology courses, seeking to compose conversations that acted as movements anti-disciplinary in the field. The methodological proposal was guided by cartographic attention and as a research with everyday life, combined with oral history, through online communication technologies, due to the health emergency condition of the Covid-19 pandemic, in view of social distancing and the context of remote classes and activities during the period in which the fieldwork was carried out. In the search for a cartography of everyday life, the conversations acted as an update of memories, which are composed in the lived experience narrated, between teaching practices, curricular propositions and training processes triggered by the interference of feminist and LGBTI+ activism in the educational policies of undergraduate psychology courses. We situate this field of research in psychology undergraduate narratives at the Federal University of Espírito Santo (UFES), between the years 2000 and 2020, conducting interviews that, in composition with the narrative voice of the research authorship, turned out to be seven personas narrators, through transcreation. It is concluded that the paradigms of neutrality and normality in the production of knowledge and training in psychology are tensioned with ways of occupying the space-times of the university that expand with the presence of dissident bodies of hegemonics gender, sexuality and raciality, expanded in this period not only by the policies of quotas and access to federal public graduation, but also by the expansion of transversalities and training devices in the daily life of the curriculum practiced and lived. Bodies in alliance, as we efer to Butler, to affirm, in the formative processes, recognition policies and discursive movements that are in permanent struggle against the precarious condition of marginal paths to curricular and subjective normality, as well as in expansion of the modes of subjectivation that are articulated in transverse lines of practices of resistance for the right to appear in space-times and in training discourses, no longer as objects and course deviations, but as lived embodiment that produces their training and forms of solidarity that challenge the boundaries of precariousness as fields of deprivation of recognition and production of knowledge.