Forma/ação docente em Ciências: perspectiva Queer, tecnologias digitais e a héxis política docente

Abstract

Recent studies highlight a gap in teacher training, both initial and continuing, regarding the themes of gender and sexuality. Consequently, practicing teachers lack the resources to deal with differences in the school environment. Along with this gap, there is a lack of training for incorporating Digital Technologies in the classroom. Rosa (2024), and Rosa and Esquincalha (2024) show that there is formative potential in discussing/working on these gaps/deficiencies together. In this way, while Queer Theory (Butler, 2024; Louro, 2022) provides the lenses to denaturalize the binarism and heteronormativity present in Science teaching, Digital Technologies can act as catalysts for this process. Together, they challenge the notion that bodies and identities must fit into fixed models. In this sense, we ask ourselves: What processes of defamiliarization, re-signification, and resistance are mobilized by a Queer Cybertraining course in Science teachers' conceptions of gender and sexuality, and how does the mediation of Digital Technologies catalyze or strain these movements? Based on this problem, the objective of the research is to: Understand how a teacher training process based on Cybertraining and Queer Theory impacts the conceptions of Science teachers regarding gender and sexual diversity, identifying potentialities, obstacles, and the movements of defamiliarization provoked. To this end, the proposed methodology consists of a qualitative analysis, whose investigation is unveiled in stages, potentially leading to the understanding of the phenomenon being investigated, analyzed in light of the ideas of Freire (1996), Butler (2024) and Louro (2000). Accordingly, the research corpus was constituted by: 1) materials produced from the course "Queer Cybertraining: defamiliarizing the curriculum," in an online modality with a workload of 40 hours; and 2) interviews conducted with the course participants after its completion. Through Discursive Textual Analysis (DTA), we seek to value the expressions, ideas, reflections, and actions of the participants, in order to observe the potential of these moments and activities. Three final categories emerged from this process: 1) Initial Expectations and Conceptions; 2) Microaggressions and other forms of violence as technologies of gender – becoming aware of; and, 3) Images that touch. These categories reveal that the offered course was of significant relevance to the people who showed interest in completing it, and even in the face of challenges, it was capable of awakening new perspectives in teachers regarding the existing reality, reinforcing the need for LGBTQIAPN+ themes, mediated by DTs, to be part of teacher training processes, whether initial or continuing, taking Cybertraining as a potentially fruitful path in the face of the need to prepare these teachers to train people possibly capable of consolidating relevant values and practices for life as a whole. Keywords: