YOUTH AND ADULT EDUCATION AND HOMOAFECTIVITY: REPORT OF STUDENTS 'CONCEPTIONS AND DEBATE ABOUT THE THEME

Abstract

A Geography teacher from the State Network (RJ), introduced content related to social movements that included important struggles, such as Afro-Brazilian ethnicity, the LGBT community, the landless movement, the free pass movement and others. He asked his EJA class to organize themselves in groups so that they would choose to research and present one of the movements. It was observed that at the end of the choice of themes, no group had shown interest in presenting the LGBT movement. This work aims to narrate and problematize the pedagogical interference of the teacher, after proposing a dialogue with his students about homo-affectivity, emphasizing the classroom space as a favorable place for reflection and combating any expression of prejudice. Louro's studies were used as a theoretical and methodological apparatus. After the topic was discussed, the students began to present a discourse favorable to gender diversity. The intervention proposed by the teacher showed that his negative conceptions about homoafectivity were the result of a lack of information, study and dialogue on the topic.