Dissident Bodies, Childhood and School: Between Terror and the Rainbow
Gender dissident child; transgenderity; Perezhivanie; Childhood; Education
This work arises from questions and reflections, in the school environment, on studies of gender identity, sexuality and diversity in childhood. Upon realizing that these themes are generally allocated as areas of subordinate knowledge, and, upon coming into contact with the suffering, anguish and violence inflicted on gender dissident children in the school space, we decided to engage in a dialogue with contemporary studies of gender and sexuality and how these themes present themselves in society. Thus, based on Lev Semionovitch Vigotski's Historical-Cultural Theory, our general objective is to understand the school experiences of gender dissident children, focusing on children who study in the initial grades of elementary school in the Federal District. Gender dissidents are those children who, in their gender performances, do not correspond to the social expectations imposed for their biological sex. We will also discuss the social function that the school acquires when abandoning or assuming debates related to the dimension of sexuality and gender as a pedagogical practice, understanding the phenomenon of “gender ideology” in the contemporary educational territory. The methodological proposal for the research will be based on Historical-Cultural Theory, in which the experiences - perezhivanie - of gender dissident children will be the focus, being accessed through the methodological tool of words and play. This way, we will be able to understand how they become aware, attribute meaning and relate affectively in the educational environment. By listening to the voices of these children, we believe that new clues and possibilities will open up in the educational field.