NARRATIVES OF HOMOAFFECTIVE FAMILIES: POSSIBILITIES AND CHALLENGES IN THE SCHOOL CONTEXT

Abstract

This article aims to analyze and describe the difficulties and perspectives of homoaffective families in the schools in which their children are inserted. To this end, the research problem was organized through the following question: how do homoaffective families experience the challenges and possibilities in the school context of their children? The methodological path was constituted from the narrative research with the use of mobilizing questions for the production of data and subsequent analysis. The following authors were used as a theoretical framework: Roudinesco (2003), Fonseca (2008), Rios (2009; 2013), Junqueira (2012; 2013; 2018), Silva Netto (2021) and Dias (2023). From the analyses, it is possible to point out that, in the school context, situations of violence, discrimination and omission on the part of managers, teachers and students occur. On the other hand, it was also possible to identify a space of welcome and respect for homoaffective families, which demonstrates an important movement in the educational field as a form of resistance and confrontation with homophobia.