Práticas discursivas e construção de masculinidades não-hegemônicas na Formação Profissional Técnica:

um estudo sobre as estratégias de resistência e pertencimento de alunos LGBTQIA+

Authors

  • George Moraes De Luiz Universidade Federal de Rondonópolis https://orcid.org/0000-0002-0477-4930
  • Samuel Barros Rodrigues Universidade Federal de Rondonópolis

DOI:

https://doi.org/10.22478/ufpb.2359-7003.2025v34n1.71216

Keywords:

Non-hegemonic masculinities, Professional education, LGBTQIA .

Abstract

Este ensaio teórico analisa como alunos LGBTQIA+ em instituições de formação profissional e técnica constroem e negociam masculinidades não-hegemônicas. Através da lente do construcionismo social e das práticas discursivas, o estudo explora estratégias de resistência e pertencimento empregadas por esses alunos. São discutidas implicações para práticas educacionais inclusivas, destacando desafios como resistência institucional e oportunidades para pesquisas futuras. O trabalho enfatiza a importância de ambientes educacionais que reconheçam e valorizem diversas expressões de masculinidade, contribuindo para uma formação profissional mais equitativa e inovadora.

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Author Biographies

George Moraes De Luiz, Universidade Federal de Rondonópolis

Associate Professor in the Psychology course at the Federal University of Rondonópolis. At the undergraduate level, he teaches courses, chairs the Structuring Teaching Nucleus (NDE), and coordinates the Reflective Service for Men referred by the Specialized Court for Domestic and Family Violence against Women in the municipality of Rondonópolis (SER), in partnership with the Family Court of Rondonópolis. In lato sensu postgraduate programs, he teaches courses and supervises in the Multiprofessional Residencies in Adult and Elderly Health and Family Health. In stricto sensu postgraduate programs, he teaches courses and supervises in the Master's Program in Education. He holds a degree in Psychology from the Federal University of Mato Grosso/Rondonópolis (2008), where he developed a Scientific Initiation Research Project (2005-2008) with a scholarship from CNPq. He took courses and developed practical activities in the Integrated Master's in Psychology and at the Institute of Childhood, at the University of Minho, Braga, Portugal (2007-2008), with a scholarship from the Santander Universities Program. He holds a Master's (2011) and a Doctorate in Social Psychology (2015) from the Pontifical Catholic University of São Paulo, with a CNPq scholarship for his master's and CAPES and CNPq scholarships for his doctorate, respectively. He completed a doctoral internship at the Social Studies in Science and Technology Research Group (GESCIT), at the Autonomous University of Barcelona, Spain (2014), with a CAPES scholarship. Winner of the Young Investigator of Merit Award in Health Psychology, granted by the Portuguese Society of Health Psychology, Porto, Portugal (2008). He has experience in the field of Psychology, with an emphasis on Social Constructionism, Discursive Practices, Gender, and Masculinities. E-mail: george@ufr.edu.br

Samuel Barros Rodrigues , Universidade Federal de Rondonópolis

 

Undergraduate student in Psychology at the Federal University of Rondonópolis, Mato Grosso. Scientific Initiation volunteer, having developed, in 2023, the study titled "The difference between the formation of the ego and the notion of subject in Lacanian theory" and member of the Extension Project: Reflective Service for men referred by the Specialized Court of Domestic and Family Violence against Women in the municipality of Rondonópolis-MT.

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Published

2025-02-24

How to Cite

MORAES DE LUIZ, George; BARROS RODRIGUES , Samuel. Práticas discursivas e construção de masculinidades não-hegemônicas na Formação Profissional Técnica: : um estudo sobre as estratégias de resistência e pertencimento de alunos LGBTQIA+. Revista Temas em Educação, [S. l.], v. 34, n. 1, p. e-rte341202524, 2025. DOI: 10.22478/ufpb.2359-7003.2025v34n1.71216. Disponível em: https://periodicos.ufpb.br/index.php/rteo/article/view/71216. Acesso em: 25 jun. 2026.

Issue

Vol. 34 No. 1 (2025): RTE - Publicação Contínua - Qualis A4

Section

Dossiê "DIVERSIDADE, PRÁTICAS PEDAGÓGICAS E FORMAÇÃO DOCENTE NA EDUCAÇÃO PROFISS

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