Public dialogues on gender and sexuality in education

Author(s)

Pamela Lopes Marques

• Document type: Master's Dissertation
• Press: Ribeirão Preto.
• Institution: Universidade de São Paulo (USP). Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto (PCARP/BC)
• Defense date: 2021-12-01

Examining board members

Laura Vilela e Souza; Murilo dos Santos Moscheta; Emerson Fernando Rasera

• Advisor: Laura Vilela e Souza

Abstract

This study aimed to describe the process of facilitating public dialogues on gender and sexuality in education among people with different and polarized opinions on the topic, using the dialogue facilitation methodology proposed by the Public Conversations Project (PCP). The research was carried out in a medium-sized city in the interior of the state of São Paulo that has, over the years, presented episodes of violations of the rights of the LGBT public and several controversies related to the discussion of gender and sexuality in schools. A total of 15 people, with different opinions and social places related to the theme, participated in the group meetings. 4 group meetings were held, lasting approximately three hours each. They were audio-recorded using MP3 players and transcribed verbatim and verbatim. The corpus of analysis of the study consisted of transcripts of audio recordings of group meetings held, transcriptions of audio recordings of individual preparatory conversations for the meetings held with each participant and field diary notes. To understand the group phenomenon in its complexity, we used the social constructionist thematic-sequential analysis method proposed by Rasera (2004). The analysis of positioning games was the analytical strategy used to analyze the descriptions of themselves in the analyzed material. Three axes of analysis were highlighted: Construction of identity in the group, Challenges of group composition, and Change of opinion in the group. From these axes, we prepared 3 manuscripts, the first entitled \"Positions in the dialogue on gender and sexual diversity in Brazilian schools\" which sought to understand the effects of sharing reports of personal experiences that support the opinions of people in favor and against the teaching of content on gender and sexuality in schools. This study showed how the sharing of personal experiences can be influenced by the positioning games assumed following the conversation, which may limit the dialogic potential of the group. The second manuscript entitled \"Composition of a dialogue group on the theme of gender and sexuality in schools\" presented the strategies used to deal with the challenge of group composition in a dialogue group along the lines of the PCP, namely: 1) Recognizing the people involved in conflict; 2) Contacting key people; 3) Recruiting reserve participants; 4) Thinking about alternative forms of presence in the group; 5) Recognizing who would need to be in the conversation; 6) Flexibility regarding the entry of new participants; 7) Dealing with stereotypes regarding facilitators; 8) Co-building strategies for greater group membership. Finally, the third manuscript was entitled \"Change of opinion in a dialogue group on gender and sexuality in schools\" and aimed to understand the participation process of a participant who was contrary to the theme of addressing gender and sexual diversity in schools and changed his mind during the participation of the dialogue groups. The results pointed to participation in the dialogue as the first opportunity for conversation with someone from the antagonistic group, as a space to assess the validity of prior knowledge on the subject and to take a vulnerable position to review one\'s own prejudices and learn from those who think differently from themselves. (AU)

• FAPESP's process: 18/11830-8 - Public dialogues on gender and sexuality in education
• Grantee: Pamela Lopes Marques
• Support Opportunities: Scholarships in Brazil - Master