Banca de QUALIFICAÇÃO: THAYANE PHAMELLA DA SILVA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : THAYANE PHAMELLA DA SILVA
DATE: 30/06/2025
TIME: 14:00
LOCAL: Fundaj Apipucos
TITLE:

TEACHING PERFORMANCES: SUBVERSIONS IN EARLY CHILDHOOD EDUCATION

KEY WORDS:

Performativity; Queer Theory; Pedagogues; Performances Teachers; (Auto)biographical narratives.

PAGES: 38
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This study investigates how Early Childhood Education teachers constructo teaching performances that tension the gender and sexuality norms historically associated with teaching. More specifically, the research seeks to map the experiences and narratives of these educators, to explore how they activate dissident performances, displace norms and create gaps in the daily institutional life of the school. It is interested in understanding the resonances of these performances in their trajectories, affections and pedagogical relationships, as well as the tensions and openings that emerge from these experiences in the educational context. The research is methodologically anchored in (Auto)Biographical Narratives (De Souza, 2006) and Conversation (Ribeiro; Souza; Sampaio, 2018), in conjunction with Foucauldian insights into discourse (Foucault, 1996, 2008, 2021). The study is based on the understanding that discourses not only describe the world, but actively participate in its constitution, producing and regulating meanings, subject positions and modes of existence, always in relation to historical and social contexts. Theoretically, the work falls within the fields of Education and Queer Theory, taking as references authors such as Judith Butler (2003, 2017, 2024), Salih (2016), Halberstam (2020) and Preciado (2024), who are mobilized as epistemological, aesthetic, corporeal and political frameworks. In order to reflect on the construction of teaching performances, the study also dialogues with Pereira (2012) and Larrosa (2011, 2017), as well as with Cultural Studies in Education (Costa; Silveira; Sommer, 2003), with the aim of highlighting the political and performative powers of pedagogues who challenge established norms. By situating this scenario of displacement and re-signification, the research seeks to contribute to the literature that articulates performativity, queer theory and teaching performances, highlighting the tactics of resistance that emerge in the cracks of formal education as modes of reexistence and subversion.

COMMITTEE MEMBERS:
Presidente - ANA PAULA ABRAHAMIAN DE SOUZA
Externa à Instituição - ANNA LUIZA ARAÚJO RAMOS MARTINS DE OLIVEIRA - UFPE
Interna - DENISE MARIA BOTELHO