Ensino de história: contribuições possíveis para um processo de (re)pensar a diversidade sexual e de gênero

Abstract

The research aims to socialize the memories and narratives of teachers who work in the municipality of Serra, Espírito Santo, about the potential of teaching History to work with sexual and gender diversity in Basic Education, and about the contribution of this educational process to citizen formation. It is assumed that social groups were segregated through normal practices and standards referenced by the principles of dominant groups. Thus, in the perspective of the scenario of discord and violence that, as a rule, plagues most schools, when it comes to the subject of sexual and gender diversity, it is intended to contribute so that this theme comes out of marginality and becomes the protagonist of practices educational activities within the school environment. The methodological procedures adopted included bibliographic screening and semi-structured interviews with teachers who were elected as subjects of the research. Priority was given to the Thematic Oral History methodology (DELGADO, 2006; BOM MEIHY, 1996), documenting teaching narratives and memories of experiences or specific processes experienced by the interviewees regarding the subject in question. Based on the teachers' narratives, the study aimed to unveil practices and discuss elements that assist in (re) thinking about sexual and gender diversity in search of a transformation in the school environment, enabling the right to freedom to be the banner of struggle for all the students. In this journey, the history teaching can work with the students to reflect that allows them to understand the different views on sexuality and gender, inherent to the historical process and the construction of knowledge. The results obtained so far indicate that teachers have been working on various points of view on sexual and gender diversity in order to enhance equity in the school community. That there are potentialities and obstacles when working with the theme, and that by coming into contact with the theme, either through academic training or through integration with personal experiences, trajectories and desires, they allowed transformative actions in the classroom.