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Authors
Abstract(s)
O estudo aborda as experiências e percepções de alunas e alunos em relação aos diferentes espaços que compõem a escola, adotando uma análise de gênero em perspectiva interseccional. Reconhecendo que o espaço escolar reflete e perpetua relações de poder, normas e papeis de gênero, assim como comporta possibilidades de questionamento e subversão, o estudo emprega a teoria da interseccionalidade para compreender como o entrecruzamento do gênero com outros elementos identitários influencia a vivência de alunas e alunos na escola. Isso permite uma análise da forma de uso e ocupação, experiências e significados relativos aos diferentes espaços da escola, destacando a importância das emoções e do corpo na construção de uma perspectiva genderizada do espaço escolar. Realizado em três escolas na cidade de Lisboa, Portugal, o estudo recorreu a instrumentos de pesquisa inovadores no âmbito dos Estudos de Gênero, no intuito de valorizar a dimensão espacial. Tais instrumentos são denominados Mapear(-me) na Escola, cartografia participativa do espaço escolar com perspectiva de gênero e Corpo como Território. Os resultados mostram três elementos principais. O primeiro diz respeito a forma como os significados atribuídos ao gênero e origem nacional sustentam hierarquias e desigualdades entre os diversos grupos socioculturais existentes na escola, permitindo abordar como as relações interseccionais se desdobram em cinco dinâmicas espaciais diferentes. O segundo elemento trata dos sentimentos vinculados por alunas e alunos aos espaços da escola, possibilitando a identificação de um conjunto de emoções comuns em contextos espaciais específicos capazes de auxiliar a compreensão de três fenômenos relativos à vivência interseccional. Por fim, foram elaboradas categorias de análise capazes de revelar o papel desempenhado pelo corpo na maneira com o espaço escolar é experienciado e significado, além de explorar o corpo como uma escala de representação dos espaços de vivências desses e dessas jovens. Assim, o estudo apresenta elementos capazes de contribuir com a compreensão da diversidade e a complexidade das experiências socioespaciais de alunas e alunos na escola através de uma abordagem interseccional.
The study looks at the experiences and perceptions of students in relation to the different spaces that make up the school, adopting a gender analysis from an intersectional perspective. Recognizing that the school space reflects and perpetuates power relations, gender norms and roles, as well as containing possibilities for questioning and subversion, the study uses the theory of intersectionality to understand how the intertwining of gender with other identity elements influences the experience of students at school. This allows for an analysis of the use and occupation, experiences and meanings related to the different school spaces, highlighting the importance of emotions and the body in the construction of a genderized perspective of the school space. Carried out in three schools in the city of Lisbon, Portugal, the study used innovative research tools in the field of Gender Studies in order to value the spatial dimension. These tools are called Map(-me) at School, participatory cartography of the school space from a gender perspective and Body as Territory. The results show three main elements. The first concerns the way in which the meanings attributed to gender and national origin underpin hierarchies and inequalities between the various socio-cultural groups in the school, making it possible to address how intersectional relations unfold in five different spatial dynamics. The second element deals with the feelings linked by students to the school's spaces, making it possible to identify a set of common emotions in specific spatial contexts that can help to understand three phenomena related to intersectional experience. Finally, categories of analysis were drawn up which were able to reveal the role played by the body in the way the school space is experienced and signified, as well as exploring the body as a scale of representation of the spaces in which these young people live. In this way, the study presents elements capable of contributing to an understanding of the diversity and complexity of students' socio-spatial experiences at school through an intersectional approach.
The study looks at the experiences and perceptions of students in relation to the different spaces that make up the school, adopting a gender analysis from an intersectional perspective. Recognizing that the school space reflects and perpetuates power relations, gender norms and roles, as well as containing possibilities for questioning and subversion, the study uses the theory of intersectionality to understand how the intertwining of gender with other identity elements influences the experience of students at school. This allows for an analysis of the use and occupation, experiences and meanings related to the different school spaces, highlighting the importance of emotions and the body in the construction of a genderized perspective of the school space. Carried out in three schools in the city of Lisbon, Portugal, the study used innovative research tools in the field of Gender Studies in order to value the spatial dimension. These tools are called Map(-me) at School, participatory cartography of the school space from a gender perspective and Body as Territory. The results show three main elements. The first concerns the way in which the meanings attributed to gender and national origin underpin hierarchies and inequalities between the various socio-cultural groups in the school, making it possible to address how intersectional relations unfold in five different spatial dynamics. The second element deals with the feelings linked by students to the school's spaces, making it possible to identify a set of common emotions in specific spatial contexts that can help to understand three phenomena related to intersectional experience. Finally, categories of analysis were drawn up which were able to reveal the role played by the body in the way the school space is experienced and signified, as well as exploring the body as a scale of representation of the spaces in which these young people live. In this way, the study presents elements capable of contributing to an understanding of the diversity and complexity of students' socio-spatial experiences at school through an intersectional approach.
Description
Tese especialmente elaborada para obtenção do grau de Doutor em Estudos de Género
Keywords
gênero interseccionalidade espaço escolar identidades sociais gender intersectionality school space social identities