Transcurrículo: a construção de uma escola não violenta

Abstract

This academic research has as a study object the Cursinho Popular Transformation (CPT) activities, operating in the Ação Educativa premises, in São Paulo, between 2019 and 2020. This doctoral thesis analyzes how much CPT's project, from its conception to practice, of a learning space – a curriculum – is non-violent for the transgender, transvestite and non-binary population (T-population), considered as a specific segment that has suffered gender violence along their educational experiences and life, in addition to other society’ violent practices under the ‘banking model’ education. It is about looking at people deviating from cisnormativity, who are considered as abnormal, monstrous, troublemakers, and, by this way, are unallowed the ‘privilege’ to feel themselves safe in the school space. Currently, they can notice in the Cursinho Popular Transformação (CPT) an opportunity to be seen as human beings, to study safely, to socialize in a healthy and non-oppressive way, to get good grades in standard tests and to finish high school or to be admitted in an university. This doctoral thesis analyses the curriculum in CPT in many dimensions: its construction and practice, its successes and potentialities, as well as its challenges and mistakes in the creation of a non-violent academic space. It employs key concepts from critical curriculum theories, gender studies, non-violent education, and philosophies about differences, under Michel Foucault and other critical theorists. The thesis’ key argument is: the T-population suffers with long-term violence, sometimes called wrongly as "gender ideology", giving them a negative experience and feedback. In this research of a non-violent curriculum in CPT, key subjects are explored, as the micropower relations among the Tpopulation; the students’ reluctance to a popular education; the evident unwillingness of a critical teacher training; a needed balance of the effective possibilities for a real transformative and non-violent curriculum construction. This is an action-research, using as methodological resources document study, observation, interviews, and discourse analysis. The conclusion of the study pointed to a necessity of reliable educational spaces for this T-population as far as the governments have been unable to guarantee them the experience of a safe school