[ONLINE] University of Aveiro, Portugal

October 21, 22 and 23 2020

Gender Performativities in the School Context: the Curriculum in Dialogue with Student Experiences with Leisure

Marie Luce Tavares
Hélder Ferreira Isayama

Studying youth, their cultures and dilemmas in the school context is to question aspects related to this group that, even when they are not neglected by the curriculum, end up in conflict with school culture in a more general way. We also highlight that the school is considered by young people as an important space for their training, protection and socialization; but, on the other hand, it is also pointed out as a place of dissatisfaction and exclusion. In this context, the school curriculum stands out as an important artifact in the production of subjectivities, as young people experience school curricula in a large part of their time, and these curricula teach, among other things, ways of being and living in the world. The school curriculum, in contemporary times, is crossed by speeches that circulate in other cultural artifacts. In this sense, we ask ourselves: what are the experiences with/in leisure in the school context? How do these experiences with/in leisure dialogue with school curricula? From Foucault’s contributions, we understand that the experience is organized not based on an identity principle, where a unity, a unity is presupposed, but, rather, based on a transformation principle, a mode of action in which the subject it is conceived in becoming, being, in itself, the knot of multiple relations. The experience, therefore, can be treated from this definition: it is something that transforms the subject. It is precisely the conception of experience as a kind of metamorphosis, as a transformation in the relationship with things, with others, with oneself and with the truth. In this context, the present work presents an excerpt from the doctoral research that analyzed the dialogues between the leisure experience of the young students in the Ensino Médio Integrado do Instituto Federal de Educação de Minas Gerais – Campus Ouro Branco (Integrated High School of the Federal Institute of Education of Minas Gerais – Ouro Branco Campus) and the curriculum of this institution. Therefore, it aims to analyze the identity appropriations performed in the school’s leisure spaces. Therefore, we seek to analyze the speeches of the young students participating in the youth collectives organized in the institution based on thematic conversation circles. For such problematization, we seek theoretical support in Cultural Studies and in post-critical curriculum theories. These theorizations corroborate the understanding of the school curriculum as a teaching machine that articulates and disputes space in the production of meanings and truths in the cultural dimensions to be disseminated and preserved and in the formation of people. In this perspective, the curriculum is a discourse produced by relations of knowledge-power, which has productive effects on what you say. The student narratives and practices, procedures, techniques and exercises in the curriculum intersect, cross each other. This crossing, with the assemblies it provides, the disputes it establishes as well as the meanings it engenders, directly interested this study. Considering the context of the institution studied, a school of professional and technological education, we are faced with four ridiculous youth groups, with different characteristics, which were and are being consolidated as spaces for the identity construction of these young students in the school space. In addition, we identified that collectives give new meaning to school spaces for their leisure experiences and identity performances. Despite the specificities of each group, it is the relations of gender and sexuality that cross each other, highlighting, even, the tensions between the groups, and configuring the leisure of these young students as a place of resistance. The dialogue with these youth collectives contributed to the reflections on the (re) production of social stigmas in the school space and in the context of leisure, and on the urgency of (re) thinking curricula in the face of planning resistance strategies in school daily life. attempt to demystify the naturalization and normatization of the supposed superiority and supremacy of heteronorms.

Keywords: Curriculum; Leisure; School; Genre; Youths.