Discutir gêneros e sexualidades em escolas bilíngues de surdos? Um olhar sobre projetos de Educação para as Sexualidades nos espaços escolares

Abstract

This research aimed to investigate, learn about, describe and analyze two projects that constitute practices of a Comprehensive Sexuality Education in schools, specifically as developed in two bilingual schools for deaf people in Rio Grande do Sul. In order to facilitate and share this collaborative network that produces scientific knowledge, inspired by Conversation as the Research Methodology, the data was produced through conversations as a methodological procedure. Throughout this process, the participants' narratives were respected in their singularities, taking into consideration ethical issues and those of horizontality. By means of conversations – which were recorded, transcribed, read, analyzed and categorized –, it was possible to learn about both projects. One of them is spearheaded by a mathematics teacher that considers it essential to work with gender and sexuality issues, be it through projects, seminaries, but mainly in the school's daily life. The other project, led by three deaf students and overseen by teachers and the school's pedagogical supervisor, focused mainly on LGBTQIA+ issues and rights. While conferring with the mathematics teacher and the pedagogical supervisor, people closely associated to the projects, it was possible to note key themes that, in this research, were labeled as categories of analysis and reflection. Namely: project triggers; Libras and families and deaf protagonism. Based on the analysis of the conversations, it was possible to learn about the way the educators understand the practices of a Comprehensive Sexuality Education and how they are present not only in the projects' contexts, as well as in the school's daily life. In sum, it was understood how discussions arising from a Comprehensive Sexuality Education impact the bilingual education of deaf people and, last but not least, how they reverberate in the educational everyday life. It was discernible the amount of tension that there still is in the deaf community in regards to hearing families not knowing Libras to communicate with their deaf relatives. Furthermore, it was possible to observe how much interculturality can be helpful in the struggles faced by the deaf community, due to the presence of intersectionality at the school, in its daily life and, specifically in this case, in the school projects. It was concluded that the practices of a Comprehensive Sexuality Education impact schools in various forms. As it was observed in this study, they take place through projects, actions, seminaries or even in its everyday life, when the students' requests are considered.