As dimensões político-estéticas e pedagógicas da representatividade queer em séries de animação para o público infantojuvenil

Abstract

The growing use of technology implies a new social dynamic, as modern perspectives on the relationships between subject-subject and subject-device are discussed and developed. The effervescence of discourses on the themes of gender and sexuality, the media and, consequently, representation, is permeated by formative/pedagogical elements that are subject to the apparatuses of power, as much as they act upon them. In view of this conjecture, this research investigates the sociocultural elements of queer representation in animated series for youth, having the shows Adventure Time (2010) and Steven Universe (2013) as a reference, in order to identify their pedagogical potential, since they incorporate symbolic aspects relevant to the discussion of the representation of diversity in cultural productions intended for children and/or young people. The specific objectives includes identify the educational/formatives aspects of audiovisual resources and their didactic capacity; to analyze the different forms of representation related to the themes of sexuality and gender in animated series; to discuss the pedagogical, political and aesthetic dimension of animations with significant queer representation in regard to respect for diversity. The methodological path was taken through bibliographic and documentary research, according to a qualitative approach. As for the theoretical frame of reference, the work was based mainly on Buckingham (2022), Foucault (1988, 1999), Freire (1992, 2013, 2015), Giroux (2001), Halberstam (2020), Hall (2016), Kramer (2007), Leite (2007) and Vygotsky (2010), among other authors pertinent to the areas of Education, Educommunication, Cultural Studies and Gender and Sexuality Studies. To contextualize the studied points, normative documents were reviewed, both national and North American – which have an international impact –, towards the regulation of audiovisual productions. Therefore, it was found that there was a need for political and aesthetic development for educators, as a way to comply the critical debate in relation to the apparatuses of power, which includes media, as well as to act on them, with a view to enable feeling, wonder, creative potential and being a child, a young person, at all, a human.