Por uma escola diversa: reflexões sobre o acolhimento e a permanência de estudantes não-cisgêneros em uma escola estadual de Minas Gerais

Abstract

The present dissertation aims to investigate the welcoming and retention practices of non-cisgender students in the school environment, emphasizing the importance of diversity and inclusion in the educational context, as well as to propose an Educational Action Plan that improves the observed practices. The guiding question that directs this research is: How can the state school that is the object of this research welcome and contribute to the retention of students who do not identify with cisgender identities? The study was motivated by the growing need to ensure a safe and welcoming space for all students, regardless of their gender identity and sexuality, in a scenario where discrimination and exclusion are still prevalent. The research was conducted in a state school covering the final years of elementary and high school, located in the Zona da Mata region of Minas Gerais, where we collected data through semi-structured interviews and observations, allowing for a qualitative analysis of the experiences and perceptions of students, educators, and administrators. Chapter 1 presents the relevance of this research, discusses the importance of welcoming noncisgender students, addresses the challenges they face, as well as discrimination and exclusion. It highlights the need for inclusive practices and the updating of educational legislation that guarantees their rights. It emphasizes the importance of ongoing professional development for educators to effectively deal with gender diversity. In Chapter 2, the environment of the researched school is presented, including the neighborhood context and the physical and pedagogical infrastructure. It describes educational legislation related to the LGBTQIAPN+ population and the outdated nature of the institution's official documents. It highlights the absence of mention of minorities and the urgent need to update the Political Pedagogical Project and the School Regulations. This aims to make them effective tools for educators' work, ensuring a more inclusive environment. In Chapter 3, Queer Theory is presented, and the welcoming of non-cisgender students in the school is analyzed from a decolonial perspective. The methodological part includes semi-structured interviews with a former student, the school secretary, a basic education specialist, and the school's governing body, highlighting the barriers faced and the importance of an inclusive approach. The accounts emphasize the need for transformation in educational practices and institutional documents, as well as proposing actions to improve the welcoming and retention of these students. Chapter 4 presents the Educational Action Plan with proposed actions to improve the welcoming of non-cis students. The barriers faced, such as the lack of welcoming protocols and the absence of respect for the use of social names, are discussed. It suggests the creation of welcoming and care protocols, ongoing training for school professionals, the creation of inclusive pedagogical projects, and the revision of school documents to reflect the rights of the LGBTQIAPN+ community and other minorities, in order to transform the school environment into a more welcoming and respectful space. In the final considerations, the importance of welcoming and empathy is emphasized, highlighting the need for concrete actions within the school to support and respect diversity, as well as to promote a safer and more inclusive environment for all students.