Artes de fazer das jovens estudantes : práticas cotidianas de educação para o enfrentamento às violências de corpos, gêneros e sexualidades.

Abstract

Violence based on social markers of difference in body, gender, and sexuality against young female students is a daily occurrence. In this context, the objective of this research is to highlight and problematize how young students weave daily practices capable of breaking down violence inside and outside of school. To this end, it focuses on the question: how do young students weave daily practices that can break down violence based on body, gender, and sexuality inside and outside of school? To this end, it consists of five fictional narratives based on cartographic inspirations, seeking to highlight the arts of young women in their spaces and in light of their localized possibilities and resources. In this sense, when researching daily life, I sought to highlight the micropolitical sphere, which allows us to imagine other possibilities for life, in which it is possible to believe that there are ways to transgress and confront violence, without reducing ourselves to the impotence of considering that there would be an ideal time and context to eliminate it, external to the experience of each young person. Young female students do not accept and do not fully live by the rules and norms imposed by the social organization that wants to be hegemonic, but rather, they are active, transgressing and inventing new ways of living their daily lives, based on different ways they use to weave their practices, their arts of doing (Michel de Certeau, 2014). To mention how young female students weave their daily practices, I highlight them in the verbs to exist, to speak, to write, to read, to study, and to imagine. Based on these mobilizations, I defend the thesis that young female students produce, in their daily lives, practices that can crack the violence directed at bodies, genders, and sexualities. These practices, understood as arts of doing, emerge when they claim the right to appear, when they speak out and denounce violence, when they write, read, and study. Thus, they subvert the positions of social and cultural subjects assigned to them and invent other worlds, marked by gender equality and the rejection of violence. By weaving these arts of doing, young students challenge the school and those affected by their narratives—such as teachers, administrators, and school nurses—to get involved. In this way, they can mobilize new practices and ways of confronting violence against women.