Título:	Ativismo institucional nas políticas públicas para educação em gênero e sexualidade no Distrito Federal
Autor(es):	Domingos, Cleverson de Oliveira
Orientador(es):	Filice, Renísia Cristina Garcia
Assunto:	Ativismo institucional Diversidade Diversidade sexual Gênero LGBTIfobia Sexualidade
Data de publicação:	29-Nov-2021
Data de defesa:	26-Jan-2021
Referência:	DOMINGOS, Cleverson de Oliveira. Ativismo institucional nas políticas públicas para educação em gênero e sexualidade no Distrito Federal. 2021. 236 f., il. Dissertação (Mestrado Profissional em Educação)—Universidade de Brasília, Brasília, 2021.
Abstract:	The research aimed to understand the construction of public education policies for gender and sexuality diversity in the Federal District, Brazil, in the period from 2011 to 2020. Specifically, it focuses on the role and institutional activism of teachers from the State Secretariat of Education of the Federal District (SEEDF) in the Sub-Secretariat for Continuing Education of Education Professionals (EAPE) and in the Sub-Secretariat for Basic Education (SUBEB), in the ways they sought to promote feminist and LGBT+ causes from inside the state, influencing the institutions, processes and results of this action public. The analysis sought to understand their profiles and trajectories, identifying their strategies and interactions and how institutional activism and public actions for gender and sexuality education were affected by the mobilizations of anti-egalitarian movements, political-institutional changes and interference from the district executive's management. The study is based on the analysis of public policies (MULLER; SUREL, 2002; MULLER, 2018), adopting as analytical references the Political Sociology of Public Action (LASCOUMES; LE GALÈS, 2012a, 2012b), the studies of institutional activism (ABERS, 2015, 2019; BRANDÃO, 2017; CAYRES, 2015, 2017; FERREIRA, 2016; FILICE, 2010; PETTINICCHIO, 2012) and studies of gender, sexuality and education policies (FERNANDES, 2011; JUNQUEIRA, 2009; MADSEN, 2008; VIANNA, 2012, 2015, 2018; VIANNA; UNBEHAUM, 2006, 2016). The study, with a qualitative approach, carried out a bibliographic review, documentary research, observation of an continuing education course for education professionals and narrative interviews with six teachers. Data analysis was performed by triangulation of sources (TRIVIÑOS, 1987), and the interviews were analyzed using discursive textual analysis (MORAES, 2003; MORAES; GALIAZZI, 2006). The results revealed that teachers from EAPE and SUBEB build an institutional work based on activism in defense of human rights and diversity, but they found obstacles that interfere with their performance. The research identified several activist practices adopted by the group of teachers to promote education in gender and sexuality, such as: formation of social networks; mobilization for thematic causes in the creation of training courses, seminars, conversation circles in schools and production of guidelines; adequacy of communicative actions; activism in the creation of structures and instruments of public action; practices to promote the right to a social name; performance in spaces of social participation; mobilization of external and internal actors and resources; management adjustment tactics, including purposeful and strategic invisibility, among other strategies. The performance of antiegalitarian movements, transitions in the district and federal government and interventions by the district executive's management, in different periods, imposed obstacles of different natures for the coordination of public action for gender and sexuality education and for institutional activism at SEEDF. After the confrontations in the education plans, in 2015, there was a change and reduction in the team at EAPE and SUBEB, fusion of coordinations, extinction of a gender and sexuality nucleus, reformulation of instruments, modification of the names of courses, events and documents and changes in the way of teaching performance of teachers. The work of EAPE and SUBEB teachers resists the context of restrictions on democracy and human rights, striving to continue the actions, drawing on existing instruments and acting as proactive managers (FILICE, 2010). Therefore, over time under study, there were advances and retreats and despite the political restrictions of the current controversial context, there is continuity of public action in defense of an education for diversity, for human rights and free from LGBTphobia, racism and sexism
Unidade Acadêmica:	Faculdade de Educação (FE)
Informações adicionais:	Dissertação (Mestrado Profissional em Educação)—Universidade de Brasília, Faculdade de Educação, Programa de Pós-Graduação em Educação, Brasília, 2021.
Programa de pós-graduação:	Programa de Pós-Graduação em Educação, Mestrado Profissional
Licença:	A concessão da licença deste item refere-se ao termo de autorização impresso assinado pelo autor com as seguintes condições: Na qualidade de titular dos direitos de autor da publicação, autorizo a Universidade de Brasília e o IBICT a disponibilizar por meio dos sites www.bce.unb.br, www.ibict.br, http://hercules.vtls.com/cgi-bin/ndltd/chameleon?lng=pt&skin=ndltd sem ressarcimento dos direitos autorais, de acordo com a Lei nº 9610/98, o texto integral da obra disponibilizada, conforme permissões assinaladas, para fins de leitura, impressão e/ou download, a título de divulgação da produção científica brasileira, a partir desta data.
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