Abstract: This research discusses and defends the (r)existence of Lesbian, Gay, Bisexual, Transgender and Transvestite (LGBT) children and childhoods in the school territory. The objective of this work is to map and discuss Brazilian postgraduate productions in education about the childhoods of LGBT people at school, with the intention of producing curiosities about the question: what and how do LGBT people narrate about their childhoods at school? To this end, we carried out a literature review study of works of the type Theses and Dissertations, selected from the Catalog of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel (CAPES), which allowed us to recognize their quantities and qualities between the period of publication, regions produced, linked universities, objective, methodological paths, theoretical references and percentages of childhoods investigated. The mention of their childhood and school experiences were not necessarily objectives of all the research found, they became present in the works through the answers of those investigated in general questions about their schooling or experiences, which we understand as a social and scientific emergency. From what they narrate and discuss about their childhoods at school, we perceive their individual and collective experiences linked to gender, sexuality and other aspects, in relationships and affections with adults, family members, teachers, children, revealing desires, prohibitions and punishments. With their children, we manifest tasks to the school, for education as a construction and practice of human rights.
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