Biblioteca Digital de VanguardiaQueer theory and education to approach not normalizing
Queer analytical commonly related to gender studies is a recent conceptual approach. This article aims mainly to bring out the prospect explored the critical analysis of the educational field. So the big challenge in education is to rethink what is educate, educate and educate and to whom. In a non-...
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| Formato: | info:eu-repo/semantics/article |
| Lenguaje: | Portugués |
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Laboratório Editorial Faculdade de Ciências e Letras
2017
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| Acceso en línea: | https://periodicos.fclar.unesp.br/semaspas/article/view/8224 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/65072 |
| _version_ | 1782339928064000000 |
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| author | Souza Santos, Wendel |
| author_facet | Souza Santos, Wendel |
| author_sort | Souza Santos, Wendel |
| collection | Repositorio |
| description | Queer analytical commonly related to gender studies is a recent conceptual approach. This article aims mainly to bring out the prospect explored the critical analysis of the educational field. So the big challenge in education is to rethink what is educate, educate and educate and to whom. In a non-normalizing perspective, educate would be a dialogical activity in that the experiences to date unfeasible, non-recognized, or more commonly, raped, started to be incorporated into the school routine, changing the hierarchy between who teaches and who is educated and seeking establish more symmetry between them in order to move from education to a relational learning and transformative for both. |
| format | info:eu-repo/semantics/article |
| id | clacso-CLACSO65072 |
| institution | CLACSO, Repositorio Digital |
| language | Portugués |
| publishDate | 2017 |
| publisher | Laboratório Editorial Faculdade de Ciências e Letras |
| record_format | greenstone |
| spelling | clacso-CLACSO650722022-03-18T19:23:53Z Queer theory and education to approach not normalizing Teoría queer y educación para un enfoque no normalizadora Teoria queer e educação para uma abordagem não normalizadora Souza Santos, Wendel Difference. Education. Queer theory. Identity. Diferencia. Educación. Teoría queer. Identidad. Diferença. Educação. Teoria queer. Identidade. Queer analytical commonly related to gender studies is a recent conceptual approach. This article aims mainly to bring out the prospect explored the critical analysis of the educational field. So the big challenge in education is to rethink what is educate, educate and educate and to whom. In a non-normalizing perspective, educate would be a dialogical activity in that the experiences to date unfeasible, non-recognized, or more commonly, raped, started to be incorporated into the school routine, changing the hierarchy between who teaches and who is educated and seeking establish more symmetry between them in order to move from education to a relational learning and transformative for both. La analítica que quiera comúnmente relacionada con estudios de género es un enfoque conceptual reciente. Este artículo objetiva principalmente traer a la luz esa perspectiva explorada en el análisis crítico del campo educativo. Por lo tanto, el gran desafío en la educación es el de reflexionar lo que sea educar, cómo educar y para quien educar. En una perspectiva no normalizadora, educar sería una actividad dialógica en que las experiencias hasta hoy inviabilizadas, no reconocidas, o, más comúnmente, violadas, pasas a ser incorporadas en el cotidiano escolar, modificando la jerarquía entre quien educa y quien es educado y buscando establecer más simetría entre ellos para pasar de la educación a un aprendizaje relacional y transformador para ambos. A analítica queer comumente relacionada a estudos de gênero é uma abordagem conceitual recente. Este artigo objetiva principalmente trazer à tona essa perspectiva explorada na análise crítica do campo educacional. Portanto, o grande desafio na educação seja o de re- pensar o que seja educar, como educar e para quem educar. Em uma perspectiva não normalizadora, educar seria uma atividade dialógica em que as experiências até hoje inviabilizadas, não- reconhecidas, ou, mais comumente, violentadas, passassem a ser incorporadas no cotidiano escolar, modificando a hierarquia entre quem educa e quem é educado e buscando estabelecer mais simetria entre eles de forma a se passar da educação para um aprendizado relacional e transformador para ambos. 2017-12-31 2022-03-18T19:23:53Z 2022-03-18T19:23:53Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artigo avaliado pelos Pares https://periodicos.fclar.unesp.br/semaspas/article/view/8224 10.29373/semaspas.v6.n2.2017.8224 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/65072 por https://periodicos.fclar.unesp.br/semaspas/article/view/8224/7214 Copyright (c) 2018 Sem Aspas application/pdf Laboratório Editorial Faculdade de Ciências e Letras Revista Sem Aspas ; v. 6, n. 2, jul./dez. (2017); 183-196 2358-4238 10.29373/semaspas.v6.n2.2017 |
| spellingShingle | Difference. Education. Queer theory. Identity. Diferencia. Educación. Teoría queer. Identidad. Diferença. Educação. Teoria queer. Identidade. Souza Santos, Wendel Queer theory and education to approach not normalizing |
| title | Queer theory and education to approach not normalizing |
| title_full | Queer theory and education to approach not normalizing |
| title_fullStr | Queer theory and education to approach not normalizing |
| title_full_unstemmed | Queer theory and education to approach not normalizing |
| title_short | Queer theory and education to approach not normalizing |
| title_sort | queer theory and education to approach not normalizing |
| topic | Difference. Education. Queer theory. Identity. Diferencia. Educación. Teoría queer. Identidad. Diferença. Educação. Teoria queer. Identidade. |
| url | https://periodicos.fclar.unesp.br/semaspas/article/view/8224 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/65072 |