Palavras-chave
Fronteiras Semióticas; Performatividade; Gênero e Sexualidade
Autores
Abstract
The construction of gender is still mediated by cisheteronormative norms that prescribe behaviors, affections, and ways of existing based on the genitals assigned at birth. Sustained by the matrix of gender intelligibility (Butler, 2004), this scenario restricts the recognition of identities that do not perceive themselves within the compulsorily imposed gender, generating exclusion and suffering. The study discusses the importance of educational spaces, in dialog with the family, promoting the acceptance and deconstruction of cisheteronormative discourses on gender and sexuality. The reflection is based on Butler's (2003) Theory of Performativity and Valsiner's (2014) Cultural Semiotic Psychology, with an emphasis on the concept of Semiotic Borders (Marsico & Valsiner, 2017). It is a theoretical analysis that integrates contributions from psychology and gender studies. It is expected to contribute to rethinking the school and the family as ethical-political devices to confront LGBTphobia, expanding spaces of recognition and belonging.
Butler, Judith (2004) Precarious life: the powers of mourning and violence. New York: Verso.
Butler, Judith (2003). Problemas de gênero: feminismo e subversão da identidade. Rio de Janeiro: Civilização Brasileira.
Marsico, G., Valsiner, J. (2017). Making History: Apprehending future while reconstructing the past. In R. Säljö, P. Linell & Å. Mäkitalo, (Eds.) Memory practices and learning: Experiential, institutional, and sociocultural perspectives, (pp. 355-372), Charlotte, N.C. USA: Information Age Publishing.
Valsiner, J. (2014). An invitation to cultural psychology. London: Sage.