Famílias homoparentais com filhos em contexto escolar: conflitos, desafios e possibilidades da educação nesse cenário

Abstract

In this dissertation it is proposed to discuss the reality of homoparental families in relation to their children's school context, in order to reflect on the possibilities and challenges of education in this scenario. This work has as a theoretical foundation the Critical Theory of Society with reflections that aim to understand the relationships between the individual constitution and the constitution of society in the family and educational contexts, as well as the relationship between them thought from different family arrangements such as homoparental families. Contemporary authors were used to discuss topics such as homoparental families and homoparenting, since they are considered new and, therefore, discussed and conceptualized in more recent literature. Qualitative methodology of empirical and exploratory research was applied. As an instrument, we opted to use semi-structured interviews. Data analysis was carried out through content analysis proposed by Bardin and systematized based on the following categories: family, prejudice and education, that is, the concept of family, the experience in relation to prejudice and, finally, the challenges of children's education. As a result, it is possible to point out the difficulty of homo-affective families in being recognized as a “normal” family, as well as the existence of prejudice in the face of generalizations and the school's difficulty in putting into practice the right of the child in the face of diversity.