Cultura militar nas escolas públicas civis no Amapá: as implicações da padronização e homogeneidade na diversidade sexual LGBTQIAP+

Abstract

This dissertation text presents the theoretical and methodological aspects defined for the dissertation, as well as the discussions on LGBTQIAP+ sexual diversity in the context of standardization and homogeneity in the military culture, with the existing conflicts generated between the conservatism present in militarization and democratic principles explicit in Brazilian education. The militarization of public schools in Amapá is presented from a behavioral pattern, which seeks the standardization of bodies. The school, in this context, should build a process of denial of the individuals, since the subjects themselves are diverse, and in this way can happen a violating of the right to education. Therefore, it is inevitable to question how high school teachers of Human Sciences, from shared management schools, approach discussions on LGBTQIAP+ sexual diversity, considering, the military culture. Looking at this, our general objective: To analyze the way in which high school teachers in the area of knowledge of Human Sciences, from shared management schools, approach discussions about LGBTQIAP+ sexual diversity, considering the implications that military culture (in the aspects of homogenization and identity standardization in the school space) in which they are professionally inserted. To this end, the historical period from 2017 to 2023 will be used. In the theoretical perspective of this Dissertation it will be approached the following: constituted standardization in military culture in the face of LGBTQIAP+ sexual diversity, as well the conservatism in education, understanding it as a conflictive historical movement in relation of democratic phenomena, especially in the concept of homogeneity of military culture. The authors who contribute in this discussion are references on various concepts of culture: Williams (2011); besides authors who discuss conservatism e o neoconservatism like Burke (2014); In concerning of military State and the militarization there will be the contribution of Ribeiro (2019). Referring to homogeneity, studious as Gramsci and Freitas (2018). Discussing privatization of education and LGBTQIAP+ sexual diversity, authors as Pereira (2022), treat about confrontation. And also, Borrilo (2010), take part on the references., besides and Saviani (2008) as references of a more democratic school. In view of this, we bring notes Reflections of neoconservative actions and democratic actions in discussions on LGBTQIAP+ sexual diversity in militarized schools. And, finally, the notes about the school as a space of resistance and struggle. In the methodological part, the chosen ones were: Qualitative Research; Epistemological and procedural base is Historical dialectic; Locus and research subjects are Public Schools (teacher Antônio Messias Gonçalves da Silva, Risalva de Freitas do Amaral, Igarapé da Fortaleza and Afonso Arinos de Melo Franco); the subjects are teachers in the area of human sciences; Data collection instrument and technique is interviews; Data treatment and analysis is based on Dialectical hermeneutics. Thus, in our conclusion, the findings revealed the influence of militarization on the teacher's teaching practice and consequently, the impact of this practice on actions to confront and discuss LGBTQIAP+ sexual diversity in the school environment