Pedagogia decolonial e arte educação: transgressões e enfrentamento da LGBTfobia na educação

Abstract

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.