Homofobia e Educação Física Escolar

uma revisão integrativa

Abstract

The debate surrounding homophobia in schools is closely linked to students' subjective well-being and discomfort. In recent years, there has been considerable discussion around lesbian, gay, bisexual, transgender, queer, intersex, asexual, pansexual, and non-binary individuals, gaining many collective and individual rights in social engagement and participation. However, in schools, and especially in Physical Education (PE), the approach to this topic is still premature and questionable. The general objective of this research was to discuss homophobia in school Physical Education among high school students. The research is basic in nature with a qualitative approach, consisting of exploratory objectives. It was conducted based on an integrative review, analyzing studies published in the academic platforms: Google Scholar, Scientific Electronic Library Online (SCIELO), and the CAPES Journal Search System, which provided a synthesis of results obtained in the literature. This resulted in a better understanding of homophobia in Physical Education classes, understanding the ethical and social responsibility precepts of this issue, as well as an educational reflection aimed at raising awareness and combating homophobic acts. In conclusion, homophobia, even in a moderate form, fosters a series of objections, such as: emotional stigmas, threats to physical and social integrity, deprivation of participation/interaction and insecurity in classes. In view of this, it is essential that there are training policies for teachers with the aim of mitigating and correctly dealing with these practices. Furthermore, it is necessary to have this patient debate, enabling the theme of sexual diversity as an integral part of human coexistence.