Meanings attributed to affectivity and experience of sexuality by LGBT school youths

Abstract

This paper studies the narratives of young school students self-identified as part of the social segments of lesbians, gays, bisexuals and trans people (LGBT), who acted as protagonists in projects to promote health and defend human rights in school contexts. The study is based on qualitative methodological approach such as life history and in-depth interviews, aiming to understand the meanings attributed to the actions developed in the projects and their life experiences. For three months and in different settings a trans woman, a gay cis man and a lesbian cis woman participated in the interviews, sharing their life experience. The paper analyses four essential categories identified in the narratives: identities and diversity, map of violence, sexual affective experiences of LGBT students and health promotion of LGBT youths in the school setting. The described violence shows physical, psychological and sexual aspects, as well as neglect and abandonment. Discrimination in the family and at school scenarios emerged as a mark of suffering. We conclude that education projects on sexuality and human rights in schools can be considered an opportunity for knowledge and exchange between peers, allowing for a more humane and protective experience of the affectivity and sexuality of young LGBT people. Atlas Ti version 8 supported the data processing and codification.