A “Ideologia de gênero” como uma prática discursiva tagarelade silenciamento: uma análise genealógica do projeto de Lei Escola Sem Partido

Abstract

This thesis aims to analyze the fight against what have been called, in the conflicts regarding gender subjects and sexuality, “gender ideology”. As the focus, attention was given to the discourse which guide/sustain the draft bills presented in the National Congress aimed towards the prohibition of the so-called “gender ideology” and the insertion of the School Without Political Party Program on the main Brazilian educational guidelines. The objective is to approach the emergency that is the discursive and politic phenomena of combat to an alleged “gender ideology” at the Brazilian schools, as well as how to address the influence of conservative and religious forces of the National Congress over the “make them citizens” process towards the sexual minorities, identifying what are the power/knowledge relationships which sustain it. By that, the research starts from a qualitative approach based on documentational analysis, developed from the Foucault’s genealogical method, which captures the discursive formations in movement and seize the power/knowledge relations which guide/sustain themselves. Project analysis indicates the existence of a series of power relationships and bindings between conservative lines of ideas, through which moral ideas grow towards the institutionalization of the prohibition of any kind of debates, at school, which may hurt the morality based on moral and religious values. The conservative groups look to reach their goals through several strategies, political ways and juridical dispositive, by presentation of draft bills at the legislative bodies. This stream of conservative forces triggers and is triggered by “moral panics” around the presence of gender-related themes and sexuality in scholar environment. With that, we suggest the possibility of, in the fight against “gender ideology”, target a significant fear involving the debate of truths created inside the dispositive which create binary gender norms. In that way, these reactions, far from being labeled as reprehension mechanisms, has a dual function of power, both juridical and productive, prohibiting the gender and sexuality themes at school and reiterating a certain “regime” of power/knowledge/truth about the binomial sex/gender which sustains/enforces the “heterosexual matrix”. All things considered, we demonstrated which the draft bills come out as juridical dispositive center on the imposition of a chatty silencing, which sorts the norms and binary (in)coherences of gender, way more than it shuts up.