Positioning in the dialogue on gender and sexual diversity in Brazilian schools

IF 1 Q2 SOCIAL SCIENCES, INTERDISCIPLINARY

Conflict Resolution Quarterly Pub Date : 2022-05-20 DOI:10.1002/crq.21352

Pamela Lopes Marques, Laura Vilela e Souza

引用次数: 0

Abstract

This study sought to comprehend the effects of sharing reports of personal experiences that support people's opinions in a reflective structured dialogue (RSD) in the controversial topic of teaching gender and sexuality in schools. Positioning theory was used to analyze a dialogue session with 12 participants with different opinions and social functions related to the theme. Analysis showed how sharing personal experiences can be influenced by the positioning games assumed in the conversation sequence, which may limit the dialogic potential of the group. The implications of these games in considering the use of RSD and recommendations and suggestions for future research are discussed.

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在巴西学校性别和性多样性对话中的定位

本研究试图理解分享个人经历报告的效果，这些报告支持人们在反思性结构对话(RSD)中对学校性别和性教育这一有争议的话题的看法。运用定位理论分析了一个对话环节，有12个参与者，他们有着不同的观点和与主题相关的社会功能。分析表明，在对话序列中假设的定位游戏如何影响个人经历的分享，这可能会限制小组的对话潜力。讨论了这些游戏在考虑RSD使用方面的影响，以及对未来研究的建议和建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Conflict Resolution Quarterly Social Sciences-Law

CiteScore

1.10

自引率

0.00%

发文量

期刊介绍： Conflict Resolution Quarterly publishes quality scholarship on relationships between theory, research, and practice in the conflict management and dispute resolution field to promote more effective professional applications. A defining focus of the journal is the relationships among theory, research, and practice. Articles address the implications of theory for practice and research directions, how research can better inform practice, and how research can contribute to theory development with important implications for practice. Articles also focus on all aspects of the conflict resolution process and context with primary focus on the behavior, role, and impact of third parties in effectively handling conflict.