Dissertação
Pedagogia decolonial e arte educação: transgressões e enfrentamento da LGBTfobia na educação
Fecha
21-12-2021Registro en:
Autor
COSTA, Antônio Mateus Pontes
Institución
Resumen
The present dissertation has as its central point the debate on the confrontation and transgression
of LGBTphobia, as a potentiality generated from the convergence between Decolonial
Pedagogy and Art Education, along with the perspectives of Art teachers from the public
education in the state of Amapá. Decolonial Pedagogy presents itself as a rebellious and
revolutionary possibility to overcome the colonial marks present in social, political,
pedagogical, epistemological, ontological and historical aspects. Therefore, in line with
Decoloniality and Art Education, we will seek to understand what are the pedagogical
possibilities, aligned with decoloniality, that can be visualized in art education in order to cause
confrontations with LGBTphobia?. Thus, our general objective is to identify, based on art
educators from the state education network of Amapá, pedagogical possibilities that lead to the
confrontation of LGBTphobia. In the theoretical perspective of the dissertation, we approach
the following theoretical basis: Decoloniality as an epistemology of liberation. The notes of
Decolonial Pedagogy as the unfolding in the field of education of a dialogical perspective of
rupture of colonialist oppressions. Art Education in a historical way and understanding it from
a decolonial perspective. And, finally, the notes on LGBTphobia as a mark of colonization. In
the methodological way we chose the qualitative approach and as a technique of data collection
the semi-structured interviews that were carried out in a virtual way with Art Teachers from the
state public education of Amapá. We support the data analysis through Hermeneutics-
Dialectics. In the end, we bring as results the perceptions and understandings collaboration of
da Silva (2021); Ribeiro (2021); dos Santos (2021) and Coelho (2021), who pointed out the
existence of potentialities and impediments on the threshold of the discussion about
LGBTphobia in education, as well as indicating that Art Education, in line with the possibility
of Decolonial Pedagogy, manages to transgress and face the LGBTphobia, from rebellious and
transformative perspectives, aligned with the perspective of the debate on sexuality and gender
diversity, generated by a decolonial movement. In our conclusion, we discuss the findings that
touch on this investigation and discuss the indications for debating the perspectives of
continuing education in order to provide opportunities for conversations about LGBTphobia,
diversity of sexuality and gender identity.