<b>Problematization in relation to homophobia in the school context from the post-critical perspective

Abstract

Structured in a sociopolitical context guided by regulatory standards of bodies/subjectivities that establish heterosexuality as a "natural fact" (heteronormativity), homophobia is constituted as a mechanism that determines which individuals will be recognized as legitimate in a given social context. Inspired by the post-structuralist and queer theories, this article aims to comprehend if homophobia can be conceived as a heteronormative discursive tactic and what "truth effects" result from them during the formative school processes. Through a bibliographical research, it is presented a problematization in relation to homophobia in the school context from the post-critical perspective, as well as notes on possible educational practices that assist in the combat of this form of violence against LGBTTTI individuals. Thinking about a school environment that takes into account non-heterocentric sexualities can contribute to the construction of an education based on humanistic, democratic and integrated principles and in favor of equity. Thus, education could fulfill its social "function" and act in favor of a political and critical education. Differences must be understood as social productions that stand on the logic of certain discourses. When the point of view is changed, some of these "differences" would be deemed as possibilities of configuring new, and perhaps unprecedented, expressions of life, a fact that denounces the arbitrariness the LGBTTTI sexual identities are marked by heteronormativity.