STUDENT TRAJECTORIES OF THE PEDAGOGY COURSE: EXPERIENCES AND EXPERIENCES OF LGBTQIAPN+ STUDENTS

Abstract

The trajectories of the undergraduate course for LGBQIAPN+ subjects are still full of challenges. The present research focuses on one of these places of training, the Degree in Pedagogy of the Federal University of Amazonas. The objective is to understand how students interpret the experience in the course, focusing on the LGBTQIAPN+ identities they have. To this end, qualitative research was undertaken, with five participants chosen by the criterion of purposeful sampling, explaining about the aforementioned trajectories, through the focus group methodology. The results point to violence suffered by students of the course, who, between the absence of initial and continuing education, feel the reproduction of prejudices and do not have equitable treatment by professors of the University and the schools they attend in the field of practice, in addition to not having their demands understood by undergraduate professionals,  considered fundamental for training in the aegis of human rights. That said, it is hoped that the study presented here can provide subsidies for social transformation, with investment in protective factors that combat the vulnerabilities to which students are subjected, which may even lead to school dropout.