Psicogente, 19 (35): pp. 136-147. Enero-Junio, 2016. Universidad Simón Bolívar. Barranquilla, Colombia. ISSN 0124-0137 EISSN 2027-212X

http://publicaciones.unisimonbolivar.edu.co/rdigital/psicogente/index.php/psicogente

* Artículo de Tesis de Doctorado de la primera autora, intitulado: Género, Família y Escuela: La homomaternidad en la clase, financiado por CAPES.

1. Doutora em Psicologia, Mestre em Psicologia Social. Professora Adjunta da Faculdade de Desenvolvimento do Rio Grande do Sul (FADERGS/Laureate

International Universities). Email: yaskarapalma@yahoo.com.br

2. Doutora em Psicologia Social, Mestre em Psicologia Social, Pontifícia Universidade Católica do Rio Grande do Sul, Faculdade de Psicologia. Pesquisadora

CNPq. Email: streymn@pucrs.br

Abstract

This paper aims to provide a discussion on the topic homomaternal family and school. To this

end, a qualitative research study was performed through narrative interviews which were conduct-

ed with four pedagogical supervisors from four schools located in the south of Brazil. After sign-

ing the informed consent, the interviews were recorded and transcribed, subjected to discourse

analysis from the perspective of feminist studies of gender and Socio-Historical Social Psychology.

The results show that despite the political and social efforts, there is still much resistance in the

reflection of the subject in schools, guided by a heteronormative and patriarchal society. There-

fore, an effective work on the subject is urgent in schools, so that prejudice and discrimination

may decrease in Brazilian society.

Resumen

Este artículo tiene como objetivo proporcionar una discusión sobre la temática: familia homoma-

ternal y escuela. Con esto, se llevó a cabo un estudio de investigación cualitativo, de entrevistas

narrativas con cuatro profesoras de la orientación educacional de cuatro escuelas ubicadas en el

sur de Brasil. Después de la firma del consentimiento informado, las entrevistas fueron grabadas

y transcritas, sometidas al análisis del discurso desde la perspectiva de los estudios feministas de

Género y Psicología Social Socio-Histórica. Los resultados muestran que a pesar de los esfuerzos

políticos y sociales, hay todavía mucha resistencia en la reflexión del tema en las escuelas. Esto,

guiado por una sociedad brasileña heteronormativa y patriarcal donde es urgente un trabajo

efectivo de reflexión para los cambios sociales.

Key words:

Gender, Homomaternity,

School, Family diversity,

Social psychology.

Palabras clave:

Género, Homomaternidad,

Escuela, Diversidad familiar,

Psicología social.

Referencia de este artículo (APA):

Arrial, Y. & Neves, M. (2016). Escuela, homomaternidad y educación: reflexiones sobre las clases en la contemporaneidad. Psicogente, 19(35),

136-147. http://doi.org/10.17081/psico.19.35.1214

School, homomaternity and education:

reflections about the classroom in contemporaneity*

Escuela, homomaternidad y educación:

reflexiones sobre las clases en la contemporaneidad

Recibido: 2 de febrero de 2015/Aceptado: 18 de septiembre de 2015

http://doi.org/10.17081/psico.19.35.1214

Yáskara Arrial Palma

Faculdade de Desenvolvimento do Rio Grande do Sul (FADERGS- Laureate International Universities) - Brasil

Marlene Neves Strey

Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) - Brasil

Resultado de InvestIgacIón

137

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Introduction

Thinking education within the context of family

diversity is a challenge that presents itself in a society

that is in full expansion of concepts, precepts and cus-

toms. Social norms are being presented with their new

clothes, even at slow speed, re-introducing themselves in

different ways to keep up with trends in the current his-

torical moment.

The relationship family-school lies transformed

because today brings numerous ways of being family,

and not a single grounded in heteronormativity father,

mother and child. This model of the bourgeois nuclear

family has its roots in the capitalist model and is based

on the patriarchal system (Cunha & Alves, 2014), where

the construction of a model that would ensure the fam-

ily’s property was fundamental, and even be based on a

person, the father, the “boss” of that family.

Among the numerous family models, there are

families consisting of two mothers or two fathers, in

which the heterosexuality is not present. The children

arising from these homes are sitting in classrooms, in

different national school contexts. Family dynamics

transformed themselves and introduced the subject of

family diversity into schools.

But the question is on the issue mentioned above,

about how the issue of sexual orientation presents and

visualizes the moment that families formed by gay and

lesbian pass to score its existence, either in filling the

registration from the school or in the speech of children

with two mothers or two fathers. The interest is then in

how schools are noticing these changes, and especially

how they are been understood?

Are questions of great importance, because they

bring to light an old theme, which is the issue of sexual-

ity. One way or another, sexuality is traversed in schools

and cannot simply be denied due to the idea that the

school is not responsible for this aspect in the develop-

ment of children and adolescents. If the school is not

responsible, the family should take charge of this de-

bate with their sons and daughters. Regarding the divi-

sion of responsibility for education of children between

family and school, there are many theoretical positions

(Nogueira & Tavares, 2013).

Within this debate about the division of responsi-

bility in the education of children and adolescents, it can

be seen that there have been many changes over time,

because in the British, American and French schools in

the 50’s and 60’s, the academic success of the child was

directly associated with the economic issues of the fam-

ily. Soon, more informed children, in all respects, would

reiterate social differences and social stratification legiti-

mized by school (Nogueira & Nogueira, 2015).

Even if there is an understanding by the school

that the sexuality issue is the responsibility of both in-

stitutions into a position of educational theories from

the eighties, yet the difficulty of working with the theme

appears quite clear in teaching institutions (Altmann,

2013a).

However, sexuality is still seen in the school con-

temporaneity as the order of the individual and not as

of the social order. So the theme will only be crafted in

the individuality of referrals to the Educational Guid-

ance Service (EGS) or the Psychology school sector. The

possibility of a more extensive work will be required only

if the problem in question is perceived as unduly ex-

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panded the order of private (private conversation) to the

public (in class activity) (Avila, Toneli & Andalo, 2013).

In the Brazilian school reality, from the end of

the nineties, the Brazilian government implements

guidelines that should be taken as parameters in public

schools. The National Curriculum Parameters (NCP) in-

troduces the theme of “sexual orientation” to the school

curriculum, to be worked transversally in the school

subjects that the teacher judged that would fit the con-

text. But even with the attempt in the documents of the

expansion of the idea of sexual orientation aspects as

gender and sexual diversity, the issue still falls under the

old optical biologicist, both in reading as in the edu-

cational practices of teachers in classrooms (Pretto &

Lago, 2013).

Sexuality turns to be responsibility of the school

and should also be discussed and reflected in the class-

room, from the private to the public and introducing

mechanisms of social control, in that it produces power

and knowledge that overlap others and thus legitimate.

Documents vaguely guide on how the theme should be

worked, citing the physical education class would be a

privileged space for such, understanding the sexuality as

a topic related to the body (Altmann, 2013b).

When sexuality is discussed, it is implicit that

heterosexuality is the case, the type of sexuality in the

current social order. This question is naturalized and is

repeated daily within the family and other social institu-

tions that regulate the normative and also the school,

which is an important regulatory mechanism of the

State (Barreiro, 2013). However, there is no denying the

presence of the various existing sexualities, because even

being considered as “other”, which suggests that there is

a standard model, are empowered and claim their space

in the social fabric.

Among those other sexualities, we have the cross-

ing of gays and lesbians both in school and meetings of

mothers and fathers as guardians of the children. But

strangely this perception is invisible due to some direc-

tions and teachers/s, which have no internal or external

resources to understand the contemporaneity has many

ways of being and living, contemplating sexuality and

also the family.

If there is a lack of preparation of the educational

system to work with issues related to sexuality, even when

it is synonymous with heterosexuality, when the issue of

sexual diversity presents itself, this difficulty increases.

Hence, the need for education for sexual diversity be-

comes essential and urgent, because social transforma-

tions present and with them, the need for educational

institutions monitor these movements.

It would be a dense justification to think that the

twenty-first century provides visualization of the phe-

nomenon of gay or lesbian orientation, which three de-

cades ago would be considered a disease and is currently

only targeting the desire for the same sex. At this point,

it combines the creation of several laws in Brazil and

around the world about the rights of same-sex couples,

both as in wedding laws as the creation of the institution

Family (Maciel, 2014).

Through the media, the expansion of the concept

of sexuality can expand, either in print or broadcast

media, whether in novels, that popularly assist in the

creation and construction of social norms. Lesbian char-

acters in the novels of a major Brazilian TV channel:

Globo Telecommunications are examples of contribu-

tion to the expansion of the idea of family relationships

and also because through the media, society transforms

escuela, HomomateRnIdad Y educacIón: ReflexIones sobRe las clases en la contemPoRaneIdad

139

YáskaRa aRRIal Palma, maRlene neves stReY

the themes of lesbianism and homosexuality and place

on the level of common sense (Borges & Canuto, 2013).

If there is a social change in relation to sexual ori-

entation and it is gaining share in Brazilian society, can

be thought then that school institutions monitor this

process, since even the government guidelines request

that this theme is crafted in the classroom. However, the

school reality is differentiated and many times does not

follow the flow of social change.

The National Curriculum Parameters (NCP) ad-

dresses the concept of sexual orientation facing an orga-

nization of sexuality and minimally include in the con-

cept, modes of experiencing it. However, public schools

and private schools are also at the mercy of the way that

people who are part of the coordination of teaching de-

cide to interpret these parameters and also the personal

positions of teachers who make up the team of profes-

sionals. And in many instances, neither direction nor

faculty is prepared for such (Avila, Toneli & Andalo,

2013).

The process of education is often based on theo-

ries and dynamics guided in dichotomies, and among

them is the notion of body and mind. Soon, teachers

and students focus in mind, forgetting the body, which

is only remembered for being a place of engendering ed-

ucational practices. Within this issue, the culture allows

the mind to discipline the body, bending it to certain

ways of being in the world (Wenetz, Stigger & Meyer,

2013).

When thinking about ways of being in the world,

you must understand that what is being treated is het-

eronormativity, because the school when dealing with

sexuality is fixed on an understanding of sexuality as

reproduction of a heterosexual couple. With this, reiter-

ates the existence of a naturalization of sexuality, nor-

malizing bodies, gender, affection and love (Andrade &

Meyer, 2014).

Thus, educational practices are based on binary

logic, legitimizing identities ruled in heterosexuality.

With this there is no room for other meanings that

present themselves on the margins of society, and when

there is, it’s associated with stigmas and stereotypes,

which reiterate the current regulations (Passamani &

Ferreira, 2013). This reality is blurred in the discourses

of respect and solidarity that permeate the school bench-

es, because in most cases prejudice is reiterated without

at least it is perceived or questioned.

Working sexual diversity in schools alone would

be the point of relevance to the extent that society has

students and gay and lesbian students and mothers and

fathers constituting same-sex households. But beyond

the visualization of the phenomenon, the importance

expands as it can contribute to combating violence that

occurs within schools, promoting avoidance, school

failure, guilt, marginalization, fear, exclusion, expulsion

and even high suicide rates compared to heterosexual

students (Graupe & Grossi, 2013).

Given the undeniable importance of visualization

and debate about sexual diversity within the school, this

article will address, among these diversities, the lesbian-

ism while affective and sexual orientation of mothers

who constitute their homomaternal families, through

the discourse of the school. These families are present in

the daily life of many schools and family and school di-

versity relationship becomes very pertinent to the study

of social psychology, to the extent that its reflection can

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140

serve as a means of resistance against social regulatory

mechanisms theme.

Method

The study followed a qualitative descriptive de-

sign. A qualitative methodology was chosen because

of the constructivist perspectives (social meanings and

historically constructed, with the goal of developing an

understanding that contributes to theory used) and also

vindicatory/participatory perspectives (oriented policies

for the phenomenon in question). This model provides

that the phenomenon can be understood in its depth

and in its relation to other social phenomena (Coutin-

ho, 2014).

As associated with qualitative technique strate-

gies, narrative interview to perform the collection of

research data was used. The narrative interview is sug-

gested to be used in qualitative research by providing an

understanding in depth the phenomenon studied. The

researcher asks the respondent can reflect and narrate

about a stimulus (Weller & Zardo, 2013).

This study was conducted with the educational

guidelines of four schools which had sons and daugh-

ters of families who had been previously interviewed,

consisting of two mothers, enrolled and attending the

educational institution in question. Among the four

participating schools, two schools are private, one for

kindergarten and one high school and two are public

schools, one elementary school and one high school.

The schools are located in the capital and metropolitan

region of Rio Grande do Sul, southern Brazil.

In relation to the presented stimulus, the peda-

gogical supervisors were asked to talk about the relation

school x homomaternal families. As the schools were

contacted after conducting a narrative interviews with

the mothers of the children who were enrolled in each

school, many supervisors have waited contact to partici-

pate in research.

The data collected through narrative interviews

were recorded and transcribed, after reading and signing

the consent form. The study was conducted in accor-

dance with the ethical guidelines established for human

research of the National Health Council. The project

was submitted to the Scientific Committee of the Faculty

of Psychology of the Catholic University of Rio Grande

do Sul (PUCRS) and the Ethics Committee of the same

institution before the beginning of data collection. The

same was approved and has the CEP 11/05689 record.

The names of participants and schools were preserved

and used fictitious names to nominate the lines.

The transcribed narratives were analyzed using

discourse analysis according to Ferreira e Traversini

(2013). The discourse analysis used in this study with

the pedagogical supervisors of the schools was associ-

ated with the perspective of feminist theories of gender

studies (Prá, 2014). Gender studies when combined with

feminist studies understand gender as the asymmetric

relationship between the male and the female, being a

crossed patriarchy and reiterating the concept of pat-

terns and misogynists sexist behavior.

Although the concept gender carry with it the bi-

nary female/male, the crossing of feminist studies and

also the Socio-Historical Social Psychology bring the

concept to a position of overshoot of the binary. Decon-

struct the genre is to use it as a theoretical framework so

that associations socially related to female and male may

be transformed, helping to minimize the stereotypes and

prejudices that trap ways of being and living.

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Results and discussion

Despite being a reality that occurs in most schools,

the presence of families formed by gay and/or lesbian

still causes discomfort in the school body. This state-

ment brings a close relationship between the formation

and training of teachers, public/private dichotomy and

whether or not there is the opening of the school to ad-

dress issues such as sexuality, without medical-hygienist

bias.

A school is an institution marked by social role

assigned to serve as responsible for inclusion of children

in society as a citizen who has rights and duties. But it

can also be understood as one of those responsible for

creating a disciplined society, where male and female

students are subjectivated by normative beyond school

walls and end up in social life, directed by the knowl-

edge-power devices (Foucault, 2014).

These different logics related to the roles of the

school are interrelated, cross and overlap in the social

transformations that contemporaneity features such as

the existence of family diversity in recent decades. This

increases the educational challenges towards realizing

all your “duties” without forgetting the joints of power-

knowledge traversed in schools.

The work arising from homomaternal and homo-

parental homes in schools allows children concepts such

as family, gender stereotypes and sexual orientation are

visualized as the school environment require these re-

flections. The way this dialogue will occur will depend

on the look that is professional in daily intercourse with

children, the teacher, since often the school does not

provide moments where these concepts can be worked

and developed more broadly (Oliveira, Brancaleoni &

Souza, 2013).

Soon, the “how” and “if” the topic sexuality, spe-

cifically sexual diversity is addressed will be of utmost

importance to the reiteration of the status quo or decon-

struction of the hegemonic model of heteronormative

standards. So not only suffice the visualization of the

theme in the work of the classroom, but the overcoming

of established, a dialogue which follows the transforma-

tions of contemporary and head towards the deconstruc-

tion of stereotypes and standards for maintenance of so-

cial control (César, Duarte & Sierra, 2013).

The speech below, a pedagogical supervisor who

will be referred as The Advisor, exemplifies the issue on

the work of the teacher, where it is understood that the

same has an understanding regarding sexual diversity to

handle issues that may arise in class: “ there is no work

with the teachers, I believe they already have this abil-

ity. The moment that you work with education, you are

already open to all differences ...”

This question turns out to be quite delicate to-

wards the assumption that there is an intrinsic respect

to the difference to each student in the classroom by

the teacher. However, this teacher was subjectivized in

the same society that has devices to maintain order in

the natural/normal/biological through the concept of

heterosexuality.

Soon, teachers share the understanding that

working with sexuality in the classroom is more than I

need, because it is a topic that is directly associated with

the overall development of children and adolescents.

But when the discourse of sexuality appears inside the

classroom, the teacher will build on the cultural effect of

heteronormativity that subjected him/her, allowing oth-

er possibilities of sexuality to be considered non-school

belonging (Avila, Toneli & Andalo, 2013).

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The creation of the National Curricular Param-

eters ends up being a tool that attempts to standardize

the way Brazilian schools will address the formal con-

tent and also content involved in school issues, such as

gender and sexual orientation. But sexual orientation

addressed in PCNs is not related to other possibilities of

sexuality, there is still a very big connection with sexual-

ity and issues such as HIV/AIDS and teenage pregnan-

cy, blurring the possibility of reflection on the theme of

diversity and serving again as more a device for social

control (Altmann, 2013a).

However, the PCNs suggest thematics to support

teaching work related to gender and sexuality, even if

it is a sexuality with few crossings of diversity, but by

no means an inspection will occur by the Brazilian gov-

ernment to make sure that the guidelines are being fol-

lowed, and especially how they are being developed with-

in the classrooms. The choice whether or not to address

the issue of sexual orientation is at the discretion of the

school as an educational planning or even of the teach-

ers in their classroom moments. And the way this issue

will be addressed will be crossed from scientificisms that

bind to biologicist issues (Louro, 2013).

Allied to understanding of medical-hygienist sex-

uality is heteronormativity because as other sexualities

are not thought within the school, they get marginal-

ized and made invisible. What can be understood as a

social backlash, since in the contemporary classrooms

there are other sexualities beyond heterosexual and the

families of children and adolescents also can no longer

be understood only from the bourgeois nuclear model.

Think of heterosexuality still being considered

compulsory in Brazilian society means also reflect on

gender and its stereotypes, because the couple man and

woman has certain pre-designed patterns that accompa-

ny the reiteration of the standard family model. Speech

of Advisor B, the existing concern with the issue of the

presence of a role performance “male” can be observed:

“we always talk with families so that they have a male

representative or until one of the mothers do this role

because it is important for the child, parenting is the

one that will give the child what the mother does not

give, mom spoils and the male presence will not do that

... right”.

The previous talks brings quite marked the pres-

ence of what is socially understood as related to the fa-

ther, the man, and what is related to the mother, the

woman. The association between the male and the ques-

tion of limits is so deep that promotes an invitation to

the woman: be the man of the family so that the child

has a healthy development, expected.

This belief, a healthy child development associ-

ated with the presence of father and mother is founded

on the existence of heteronormativity and gender stereo-

types. Apart from the understanding that there is a stan-

dard family model for social good, there is a hegemonic

construction of male and female, with assignments of

strength and objectivity for men and women for sweet-

ness and fragility (Pires, 2013).

This binary in the normative institution in sex-

gender-sexuality causes an immobilization of possibili-

ties of being in the world, to institute heteronormativity

and treating what is different from this design as part of

the “other” (Junqueira, 2014). At this time, other modes

of combinations are defined as above like different, odd,

abnormal, as the case in homosexual and lesbianism, for

example.

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The understanding of abnormality will be referred

directly to the prejudice experienced by both gay and

lesbian students as children and adolescents resulting

from same-sex families and homomaternal Even though

this issue is not clearly expressed by educational supervi-

sors of the schools surveyed, the indices of prejudice in

schools by the faculty are still quite significant in Brazil.

Within the theme of prejudice that exists in

school, it is important to emphasize that no matter

private or public, the question will permeate the class-

rooms, because regardless of socioeconomic issues, the

notion of social norms permeate all social spaces. The

Advisor A provides a comparison between public and

private schools and their ways of dealing with prejudice:

“I see that in public schools, especially teenagers, they

make it clear, because as it’s really in the periphery, they

all live in the community, know of any relationship and

here they are everyone, kind of individualistic, everyone

has their own lives and they don’t share more time to-

gether than here at school”.

Soon, the talk of the Advisor A brings directly

implicated the issue of visibility or not of homo-affective

relationship as a trigger for prejudice appears. Appears

in public schools by engaging children and teens also be

out of the classroom, because living in the same com-

munity and experience the existence of families of two

mothers or two fathers. Already in private school, this

involvement is limited to the school environment, so not

much visibility into the family composition of students.

Prejudice whether you are connected or not with

the visibility of lesbianism and homosexuality is a very

interesting point, because clearly shows how sexual di-

versity arises the margins of Brazilian society in the XXI

century. Moreover, it reiterates the role of school as a

regulator of the social status quo, because the role of

silencing and omission committed by the same breeder

as social devices traversed by maintaining the sexuality

model white, Western, bourgeois, heterosexual (Santos

& Dinis, 2013).

The speech of the Advisor C reiterates the point

of invisibility, commenting that when children reflect

on the fact that one of his colleagues have two mothers,

the school has not manifested itself, having an idea that

if it stayed in evidence could be understood as prejudice:

“At first the kids and G. stated that he had two mothers.

But always let them express themselves taking care not

for emphasis, but responding clearly and smoothly”.

This motion brought by Supervisor C, not focus

on the issue of the presence of two mothers, refers to the

existing play space in micro grids enrollment, the school

being a place/space that is in the movement of words

versus evidence (Meinerz, 2013). In this tension between

recognition and the silence, the school is perceived in a

mechanism of back and forth between taking itself as an

institution in the service of the development of citizen-

ship or repeats itself an ideological state institution.

The discussion about the importance of working

to sexual diversity in schools returns because regardless

of approach you take to discuss the issue, it falls again

in the need of jobs that promote reflection and opening

of new possibilities of thought. It is quite delicate to un-

derstand that there is no need to work the theme sexu-

ality among the faculty, because it will be the interface

between the school and the family inside the classroom

(Rodrigues & Wechsler, 2014).

The narrative below shows the “strangeness” that

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family diversity still cause when it brought in a visualized

way what he perceives from the students at his school:

“I realize that the subject is treated well controversial,

because in my opinion is not the standard of family con-

sidered ‘normal’ by society. This type of relationship is

strange to the kids, I’ve seen kids make comments that

dismiss that kind of affective relationship (two mothers

and two fathers)” (Advisor D).

The posture of the schools will be of inclusion

and respect for diversity, as is quite marked in the speech

of the Advisors A and C: “This is what we as a school

have to see, we have to be ready to ‘be’ there for him to

deal with other ‘beings’, that is the most important and

why we are doing” (Advisor A); “Our school is open to

all students, regardless of color, race, religion, sexual ori-

entation or any syndrome. We always try to meet fami-

lies in a welcoming way” (Advisor C).

However, not just the management team has to

have a speech focused on the respect if the actions that

take place within the classrooms often do not meet this

stance. The use of the term “inclusion” was embedded

in the narratives of both management teams and teach-

ers, and to work toward unanimity on the inclusion just

hiding beliefs and paradigms that are rooted in these

professionals. These beliefs and paradigms eventually

surface in doubt, referring to the inclusion of how it ac-

tually works, to get their speeches and put them into

practice (Seffner, 2014).

Thus, the narrative of pedagogical supervisors at

first are geared to work in diversity, to the idea that no

matter how the family structure is, but the love and har-

mony that exists in that family. But once the narrative

deepens the associations with different prejudices and

stigmatization to the model of the bourgeois nuclear

family announces: “Child of five years said - ‘It’s not nor-

mal two women date’, while the child at three years was

seeing the last scene of the soap opera - ‘Mommy doesn’t

do so on her friend” (Advisor D).

And then the professional can perceive them-

selves disagreement between the beginning of the nar-

rative brings and what appears in the continuity of the

issues and are impressed: “Because it seems to lie but

with all this technology we have, with all that lot of in-

formation, we still have some ingrained prejudices right,

taboos, some things like that ...” (Advisor B).

The Brazilian school setting presents itself then

filled with dichotomous, contradictory and conserva-

tives who masquerade as interlocking discourses about

the different discourses and social inclusion. This find-

ing highlights the urgency of actions for which effective

work on diversity actually occurs in classrooms. The

Brazilian government is aware of this need and presents

attempts to contribute to building a more “just and soli-

darity” school, which is in the construction of national

curriculum guidelines, the school is trying to visualize

the topic with the distribution of educational materials.

But the normative discourses arising from sci-

ence, which associate to a still prevailing patriarchy, rep-

resented by a heteronormativity that is repeated daily,

are placed as barriers against these attempts at social

transformation. And then we hear calls for help for over-

coming these barriers: “I think it’s fundamental to dis-

cuss this issue and promoting it in a natural and peace-

ful way” (Advisor C), “It is important to work on this

new family model, noting with students the importance

of respecting the sexual choice of each one, once it will

become more common in schools” (Advisor D).

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Conclusion

The thematic approach of school and family

when intertwined with the educational guidelines of the

resulting narratives enables reflection on the space sexu-

al diversity occupies, so the homomaternal families can

continue occurring. The need for work aimed at break-

ing paradigms and stigmatization that the school institu-

tion still bears appeared as fundamental in the struggle

for the transformation of the educational system.

For more open that the school may be, it’s subject

to sexual diversity, it is involved in a game of strength

which helps in sustaining micro grids of power-knowl-

edge, in the place of “margin” gives room for the exis-

tence of a legitimate place which directs the desire to

be where everyone wants. This logic reinforces the exis-

tence of prejudice and discrimination and creates con-

cepts such as inclusion, for example, to account for the

pursuit of a social “supposed fairness”.

These arrangements and rearrangements of so-

cial devices permeate the subject of sexual diversity that,

when crossed by the school, becomes entangled in over-

laps. These overlays now attempt to express their reitera-

tion of the status quo, now present themselves as social

disruption devices, the struggle for existence of other

possible subjectivities/familiarities.

This study was conducted with four of the seven

schools, member in the research, as not all pedagogical

supervisors of the schools where the resulting homo-

maternal homes of children are enrolled consented to

participate. Some private institutions did not participate

because they did not want to compromise the name of

the school and some public by declaring lack of time due

to the existing demands.

These negative can be understood as associated

elements, devices built facing the provision of historical

forms of exclusion and domination. However, breaches

that evade norms continue to occur, even though the

subjectivity of teachers or occasional social activities.

And these disruptions occur in all social institutions,

allowing the reformulation of social net and marking

spaces stocks.

These spaces after marked, are established, even

having the need to be routinely reiterating their rights of

existence. And so the social changes continue to occur

in an eternal negotiation of power plays that move and

intertwine in society horizontally. While walls rise, oth-

ers are dropped, so that life is fluid and new meaning,

and more and more children and adolescents from ho-

momaternal families will be seated at desks, writing and

rewriting their stories, whether the school is prepared

or not.

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