Pedagogia contrassexual: Preciado e a desnaturalização da cisheteronorma escolar

Abstract

This article is a study of the “Countersexual Manifesto” (PRECIADO, 2017) from a pedagogical perspective. It seek to develop an understanding of what is countersexuality and pedagogies of sexuality, recognize sexual policies in educational institutions and discuss possibilities for a countersexual pedagogy. It was made qualitative bibliographical research that analyzed both preciadian discourse and that of authors who based the countersexual theory, such as Butler (2021), Foucault (1988; 1999), Guatarri (1985) and Haraway (2009). Studies by Louro (2000; 2003) and Silva (1999) were also used to emerge the discussion about pedagogies of sexuality and their didactic-curricular issues, linking countersexuality to an ideal of decolonial education. The research indicated a need to get deep in Preciado's work in educational area, as well as signed possible principles for a countersexual pedagogy that would involve valuing human diversity, freedom to experiment the codes of masculinity and femininity, desire to destabilize the sites of production of truths and create interactions based on equity.