DIVERSITY (AFFECTIVE-SEXUAL) AND THE PRODUCTION OF SCHOOL FAILURE: AN INTEGRATIVE REVIEW

Abstract

The complexity of inclusion/exclusion processes and the dynamics of power systems in schools requires the study of the relationship between diversities and school failure. Grounded primarily in the theories of Patto and Deleuze & Guattari, this work questions explanations of school failure that adopt individualizing, pathologizing, and medicalizing perspectives, that is, those that disregard structural and sociocultural inequalities. It frames this phenomenon as a product of an unjust class society and as an anti-production of life. The study broadens explanations of school failure by including other social markers of difference, beyond class and race. This is an integrative literature review focusing on the intersectionality of diversity (affective-sexual) and school failure. The study corpus comprises five articles, indicating scarcity of research on this intersectionality. Thematic content analysis was applied to the data, which were organized into meaning cores. The literature signals the need for initial and continuing teacher education to change social representations and beliefs that reinforce exclusionary practices. It evidences the reproductive role of school education, which perpetuates geographical and social divisions marked by cultural differences, and neglects the diversities in their curriculum. The study concludes that the curricularization of differences is fundamental to mitigating school failure in the experience of LGBTQIAPN+ people. Inclusive and transformative policies that considere the relationship between exclusion, diversities and academic performance, contribute to reducing structural inequalities and humanization of the school, reinforcing it as a space of subjectivation and plurality.