JORGE GATO

 .

Jovens LGBTQ+

nas escolas portuguesas:

uma situação dramática

Os jovens LGBTQ+ são mais vítimas de bullying, apresentam uma saúde mental mais frágil e percepcionam a escola como menos inclusiva, comparativamente com colegas não-LGBTQ+

𝐴𝑠𝑠𝑖𝑛𝑎𝑙𝑎-𝑠𝑒 ℎ𝑜𝑗𝑒, 𝑑𝑖𝑎 𝟸𝟶 𝑑𝑒 𝑂𝑢𝑡𝑢𝑏𝑟𝑜, 𝑜 𝐷𝑖𝑎 𝑀𝑢𝑛𝑑𝑖𝑎𝑙 𝑑𝑒 𝐶𝑜𝑚𝑏𝑎𝑡𝑒 𝑎𝑜 𝐵𝑢𝑙𝑙𝑦𝑖𝑛𝑔. 𝐸𝑠𝑡𝑎 𝑓𝑜𝑟𝑚𝑎 𝑑𝑒 𝑣𝑖𝑜𝑙𝑒̂𝑛𝑐𝑖𝑎 𝑐𝑜𝑟𝑟𝑒𝑠𝑝𝑜𝑛𝑑𝑒 𝑎 𝑢𝑚 𝑝𝑎𝑑𝑟𝑎̃𝑜 𝑑𝑒 𝑐𝑜𝑚𝑝𝑜𝑟𝑡𝑎𝑚𝑒𝑛𝑡𝑜 𝑖𝑛𝑡𝑒𝑛𝑐𝑖𝑜𝑛𝑎𝑙 𝑒 𝑎𝑔𝑟𝑒𝑠𝑠𝑖𝑣𝑜 𝑟𝑒𝑐𝑜𝑟𝑟𝑒𝑛𝑡𝑒 𝑐𝑜𝑛𝑡𝑟𝑎 𝑢𝑚𝑎 𝑣𝑖́𝑡𝑖𝑚𝑎, 𝑛𝑢𝑚𝑎 𝑠𝑖𝑡𝑢𝑎𝑐̧𝑎̃𝑜 𝑒𝑚 𝑞𝑢𝑒 ℎ𝑎́ 𝑢𝑚 𝑑𝑒𝑠𝑒𝑞𝑢𝑖𝑙𝑖́𝑏𝑟𝑖𝑜 𝑟𝑒𝑎𝑙 𝑜𝑢 𝑝𝑒𝑟𝑐𝑒𝑏𝑖𝑑𝑜 𝑑𝑒 𝑝𝑜𝑑𝑒𝑟 𝑒 𝑒𝑚 𝑞𝑢𝑒 𝑎 𝑣𝑖́𝑡𝑖𝑚𝑎 𝑠𝑒 𝑠𝑒𝑛𝑡𝑒 𝑣𝑢𝑙𝑛𝑒𝑟𝑎́𝑣𝑒𝑙 𝑒 𝑖𝑚𝑝𝑜𝑡𝑒𝑛𝑡𝑒 𝑝𝑎𝑟𝑎 𝑠𝑒 𝑑𝑒𝑓𝑒𝑛𝑑𝑒𝑟.

𝑂𝑠 𝑐𝑜𝑚𝑝𝑜𝑟𝑡𝑎𝑚𝑒𝑛𝑡𝑜𝑠 𝑑𝑒 𝑏𝑢𝑙𝑙𝑦𝑖𝑛𝑔 𝑝𝑜𝑑𝑒𝑚 𝑠𝑒𝑟 𝑓𝑖́𝑠𝑖𝑐𝑜𝑠 (𝑝𝑜𝑟 𝑒𝑥𝑒𝑚𝑝𝑙𝑜, 𝑒𝑚𝑝𝑢𝑟𝑟𝑜̃𝑒𝑠 𝑒 𝑑𝑒𝑠𝑡𝑟𝑢𝑖𝑐̧𝑎̃𝑜 𝑑𝑒 𝑏𝑒𝑛𝑠), 𝑣𝑒𝑟𝑏𝑎𝑖𝑠 (𝑝𝑟𝑜𝑣𝑜𝑐𝑎𝑐̧𝑜̃𝑒𝑠, 𝑖𝑛𝑠𝑢𝑙𝑡𝑜𝑠 𝑒 𝑎𝑚𝑒𝑎𝑐̧𝑎𝑠) 𝑜𝑢 𝑟𝑒𝑙𝑎𝑐𝑖𝑜𝑛𝑎𝑖𝑠 (𝑑𝑖𝑓𝑎𝑚𝑎𝑐̧𝑎̃𝑜 𝑒 𝑒𝑥𝑐𝑙𝑢𝑠𝑎̃𝑜 𝑑𝑒 𝑢𝑚 𝑔𝑟𝑢𝑝𝑜). 𝐷𝑒 𝑎𝑐𝑜𝑟𝑑𝑜 𝑐𝑜𝑚 𝑎 𝑈𝑁𝐸𝑆𝐶𝑂, 𝑒𝑠𝑡𝑒 𝑒́ 𝑢𝑚 𝑝𝑟𝑜𝑏𝑙𝑒𝑚𝑎 𝑞𝑢𝑒 𝑎𝑓𝑒𝑐𝑡𝑎 𝑑𝑒𝑠𝑝𝑟𝑜𝑝𝑜𝑟𝑐𝑖𝑜𝑛𝑎𝑙𝑚𝑒𝑛𝑡𝑒 𝑜𝑠 𝑚𝑒𝑚𝑏𝑟𝑜𝑠 𝑑𝑎 𝑐𝑜𝑚𝑢𝑛𝑖𝑑𝑎𝑑𝑒 𝑒𝑠𝑐𝑜𝑙𝑎𝑟 𝑞𝑢𝑒 𝑠𝑒 𝑒𝑛𝑐𝑜𝑛𝑡𝑟𝑎𝑚 𝑛𝑢𝑚𝑎 𝑠𝑖𝑡𝑢𝑎𝑐̧𝑎̃𝑜 𝑑𝑒 𝑚𝑎𝑖𝑜𝑟 𝑣𝑢𝑙𝑛𝑒𝑟𝑎𝑏𝑖𝑙𝑖𝑑𝑎𝑑𝑒 𝑠𝑜𝑐𝑖𝑎𝑙, 𝑛𝑜𝑚𝑒𝑎𝑑𝑎𝑚𝑒𝑛𝑡𝑒 𝑎𝑠 𝑐𝑟𝑖𝑎𝑛𝑐̧𝑎𝑠 𝑒 𝑎𝑑𝑜𝑙𝑒𝑠𝑐𝑒𝑛𝑡𝑒𝑠 𝑐𝑢𝑗𝑎 𝑜𝑟𝑖𝑒𝑛𝑡𝑎𝑐̧𝑎̃𝑜 𝑠𝑒𝑥𝑢𝑎𝑙, 𝑖𝑑𝑒𝑛𝑡𝑖𝑑𝑎𝑑𝑒 𝑜𝑢 𝑒𝑥𝑝𝑟𝑒𝑠𝑠𝑎̃𝑜 𝑑𝑒 𝑔𝑒́𝑛𝑒𝑟𝑜 𝑛𝑎̃𝑜 𝑐𝑜𝑖𝑛𝑐𝑖𝑑𝑒 𝑐𝑜𝑚 𝑎𝑠 𝑛𝑜𝑟𝑚𝑎𝑠 𝑠𝑜𝑐𝑖𝑎𝑖𝑠 𝑜𝑢 𝑑𝑒 𝑔𝑒́𝑛𝑒𝑟𝑜 𝑡𝑟𝑎𝑑𝑖𝑐𝑖𝑜𝑛𝑎𝑖𝑠.

𝐷𝑎𝑑𝑜𝑠 𝑟𝑒𝑐𝑒𝑛𝑡𝑒𝑠 𝑟𝑒𝑐𝑜𝑙ℎ𝑖𝑑𝑜𝑠 𝑒𝑚 𝑃𝑜𝑟𝑡𝑢𝑔𝑎𝑙 𝑛𝑜 𝑎̂𝑚𝑏𝑖𝑡𝑜 𝑑𝑜 𝑃𝑟𝑜𝑗𝑒𝑐𝑡𝑜 𝐹𝑟𝑒𝑒 (𝑒𝑠𝑡𝑢𝑑𝑜 𝑖𝑛𝑡𝑒𝑟𝑛𝑎𝑐𝑖𝑜𝑛𝑎𝑙 𝑠𝑜𝑏𝑟𝑒 𝑜 𝑏𝑒𝑚-𝑒𝑠𝑡𝑎𝑟 𝑛𝑎 𝑒𝑠𝑐𝑜𝑙𝑎, 𝑒𝑛𝑣𝑜𝑙𝑣𝑒𝑛𝑑𝑜 𝟷𝟹 𝑝𝑎𝑖́𝑠𝑒𝑠 𝑒𝑢𝑟𝑜𝑝𝑒𝑢𝑠), 𝑗𝑢𝑛𝑡𝑜 𝑑𝑒 𝑐𝑒𝑟𝑐𝑎 𝑑𝑒 𝟷𝟸𝟶𝟶 𝑒𝑠𝑡𝑢𝑑𝑎𝑛𝑡𝑒𝑠 𝑐𝑜𝑚 𝑖𝑑𝑎𝑑𝑒𝑠 𝑐𝑜𝑚𝑝𝑟𝑒𝑒𝑛𝑑𝑖𝑑𝑎𝑠 𝑒𝑛𝑡𝑟𝑒 𝑜𝑠 𝟷𝟺 𝑒 𝑜𝑠 𝟷𝟿 𝑎𝑛𝑜𝑠, 𝑝𝑒𝑟𝑚𝑖𝑡𝑒𝑚 𝑡𝑟𝑎𝑐̧𝑎𝑟 𝑢𝑚 𝑟𝑒𝑡𝑟𝑎𝑡𝑜 𝑒𝑥𝑎𝑢𝑠𝑡𝑖𝑣𝑜 𝑒 𝑓𝑎𝑐𝑡𝑢𝑎𝑙 𝑠𝑜𝑏𝑟𝑒 𝑎𝑠 𝑠𝑢𝑎𝑠 𝑒𝑥𝑝𝑒𝑟𝑖𝑒̂𝑛𝑐𝑖𝑎𝑠 𝑑𝑒 𝑏𝑢𝑙𝑙𝑦𝑖𝑛𝑔 𝑒 𝑜 𝑠𝑒𝑢 𝑏𝑒𝑚-𝑒𝑠𝑡𝑎𝑟. 𝑈𝑚 𝑑𝑜𝑠 𝑛𝑜𝑠𝑠𝑜𝑠 𝑜𝑏𝑗𝑒𝑐𝑡𝑖𝑣𝑜𝑠 𝑐𝑜𝑛𝑠𝑖𝑠𝑡𝑖𝑢 𝑒𝑚 𝑎𝑣𝑒𝑟𝑖𝑔𝑢𝑎𝑟 𝑎𝑠 𝑒𝑥𝑝𝑒𝑟𝑖𝑒̂𝑛𝑐𝑖𝑎𝑠 𝑑𝑒 𝑏𝑢𝑙𝑙𝑦𝑖𝑛𝑔 𝑒 𝑎 𝑠𝑎𝑢́𝑑𝑒 𝑚𝑒𝑛𝑡𝑎𝑙 𝑑𝑜𝑠/𝑎𝑠 𝑗𝑜𝑣𝑒𝑛𝑠 𝐿𝐺𝐵𝑇𝑄+, 𝑐𝑜𝑚𝑝𝑎𝑟𝑎𝑛𝑑𝑜-𝑎𝑠 𝑐𝑜𝑚 𝑎𝑠 𝑑𝑜𝑠 𝑠𝑒𝑢𝑠 𝑒 𝑑𝑎𝑠 𝑠𝑢𝑎𝑠 𝑐𝑜𝑛𝑔𝑒́𝑛𝑒𝑟𝑒𝑠 𝑛𝑎̃𝑜-𝐿𝐺𝐵𝑇𝑄+ (𝑗𝑜𝑣𝑒𝑛𝑠 𝑑𝑒𝑛𝑡𝑟𝑜 𝑑𝑎 𝑑𝑖𝑡𝑎 “𝑛𝑜𝑟𝑚𝑎”). 𝑂𝑠 𝑟𝑒𝑠𝑢𝑙𝑡𝑎𝑑𝑜𝑠 𝑠𝑎̃𝑜 𝑖𝑛𝑒𝑞𝑢𝑖́𝑣𝑜𝑐𝑜𝑠: 𝑠𝑎̃𝑜 𝑜𝑠/𝑎𝑠 𝑗𝑜𝑣𝑒𝑛𝑠 𝑛𝑎̃𝑜-ℎ𝑒𝑡𝑒𝑟𝑜𝑠𝑠𝑒𝑥𝑢𝑎𝑖𝑠, 𝑞𝑢𝑒 𝑡𝑒̂𝑚 𝑢𝑚𝑎 𝑖𝑑𝑒𝑛𝑡𝑖𝑑𝑎𝑑𝑒 𝑡𝑟𝑎𝑛𝑠/𝑛𝑎̃𝑜 𝑏𝑖𝑛𝑎́𝑟𝑖𝑎 𝑒 𝑞𝑢𝑒 𝑠𝑎̃𝑜 𝑝𝑒𝑟𝑐𝑒𝑝𝑐𝑖𝑜𝑛𝑎𝑑𝑜𝑠/𝑎𝑠 𝑐𝑜𝑚𝑜 𝑡𝑒𝑛𝑑𝑜 𝑢𝑚𝑎 𝑒𝑥𝑝𝑟𝑒𝑠𝑠𝑎̃𝑜 𝑑𝑒 𝑔𝑒́𝑛𝑒𝑟𝑜 𝑛𝑎̃𝑜 𝑛𝑜𝑟𝑚𝑎𝑡𝑖𝑣𝑎 (𝑟𝑎𝑝𝑎𝑧𝑒𝑠 𝑚𝑎𝑖𝑠 “𝑓𝑒𝑚𝑖𝑛𝑖𝑛𝑜𝑠” 𝑒 𝑟𝑎𝑝𝑎𝑟𝑖𝑔𝑎𝑠 𝑚𝑎𝑖𝑠 “𝑚𝑎𝑠𝑐𝑢𝑙𝑖𝑛𝑎𝑠”) 𝑞𝑢𝑒 𝑠𝑜𝑓𝑟𝑒𝑚 𝑚𝑎𝑖𝑠 𝑏𝑢𝑙𝑙𝑦𝑖𝑛𝑔 (𝑔𝑒𝑛𝑒́𝑟𝑖𝑐𝑜 𝑒 𝑑𝑒 𝑐𝑎𝑟𝑎́𝑐𝑡𝑒𝑟 𝐿𝐺𝐵𝑇𝑄-𝑓𝑜́𝑏𝑖𝑐𝑜) 𝑒 𝑞𝑢𝑒 𝑎𝑝𝑟𝑒𝑠𝑒𝑛𝑡𝑎𝑚 𝑢𝑚𝑎 𝑎𝑢𝑡𝑜-𝑒𝑠𝑡𝑖𝑚𝑎 𝑚𝑎𝑖𝑠 𝑏𝑎𝑖𝑥𝑎, 𝑖́𝑛𝑑𝑖𝑐𝑒𝑠 𝑚𝑎𝑖𝑠 𝑒𝑙𝑒𝑣𝑎𝑑𝑜𝑠 𝑑𝑒 𝑑𝑒𝑝𝑟𝑒𝑠𝑠𝑎̃𝑜, 𝑎𝑛𝑠𝑖𝑒𝑑𝑎𝑑𝑒 𝑔𝑒𝑛𝑒𝑟𝑎𝑙𝑖𝑧𝑎𝑑𝑎, 𝑟𝑖𝑠𝑐𝑜 𝑑𝑒 𝑠𝑢𝑖𝑐𝑖́𝑑𝑖𝑜 𝑒 𝑐𝑜𝑚𝑝𝑜𝑟𝑡𝑎𝑚𝑒𝑛𝑡𝑜𝑠 𝑎𝑢𝑡𝑜𝑙𝑒𝑠𝑖𝑣𝑜𝑠.

𝑆𝑎𝑏𝑒𝑛𝑑𝑜 𝑞𝑢𝑒 𝑎 𝑚𝑒𝑛𝑐̧𝑎̃𝑜 𝑒𝑥𝑝𝑙𝑖́𝑐𝑖𝑡𝑎 𝑑𝑜𝑠 𝑑𝑖𝑟𝑒𝑖𝑡𝑜𝑠 𝑑𝑎𝑠 𝑐𝑟𝑖𝑎𝑛𝑐̧𝑎𝑠 𝑒 𝑗𝑜𝑣𝑒𝑛𝑠 𝐿𝐺𝐵𝑇𝑄+ 𝑛𝑜𝑠 𝑟𝑒𝑔𝑢𝑙𝑎𝑚𝑒𝑛𝑡𝑜𝑠 𝑒𝑠𝑐𝑜𝑙𝑎𝑟𝑒𝑠 𝑒 𝑎 𝑖𝑛𝑐𝑙𝑢𝑠𝑎̃𝑜 𝑑𝑒 𝑐𝑜𝑛𝑡𝑒𝑢́𝑑𝑜𝑠 𝑟𝑒𝑙𝑎𝑐𝑖𝑜𝑛𝑎𝑑𝑜𝑠 𝑐𝑜𝑚 𝑎 𝑑𝑖𝑣𝑒𝑟𝑠𝑖𝑑𝑎𝑑𝑒 𝑠𝑒𝑥𝑢𝑎𝑙 𝑒 𝑑𝑒 𝑔𝑒́𝑛𝑒𝑟𝑜 𝑛𝑜𝑠 𝑐𝑢𝑟𝑟𝑖́𝑐𝑢𝑙𝑜𝑠 𝑡𝑒𝑚 𝑢𝑚 𝑒𝑓𝑒𝑖𝑡𝑜 𝑝𝑜𝑠𝑖𝑡𝑖𝑣𝑜 𝑛𝑜 𝑏𝑒𝑚-𝑒𝑠𝑡𝑎𝑟 𝑑𝑒𝑠𝑡𝑒𝑠/𝑎𝑠 𝑗𝑜𝑣𝑒𝑛𝑠, 𝑝𝑟𝑜𝑐𝑢𝑟𝑎́𝑚𝑜𝑠 𝑡𝑎𝑚𝑏𝑒́𝑚 𝑖𝑛𝑣𝑒𝑠𝑡𝑖𝑔𝑎𝑟 𝑒𝑚 𝑞𝑢𝑒 𝑚𝑒𝑑𝑖𝑑𝑎 𝑎 𝑝𝑜𝑝𝑢𝑙𝑎𝑐̧𝑎̃𝑜 𝑒𝑠𝑐𝑜𝑙𝑎𝑟 𝑖𝑛𝑞𝑢𝑖𝑟𝑖𝑑𝑎 𝑒𝑠𝑡𝑎𝑣𝑎 𝑐𝑜𝑛𝑠𝑐𝑖𝑒𝑛𝑡𝑒 𝑑𝑎 𝑒𝑥𝑖𝑠𝑡𝑒̂𝑛𝑐𝑖𝑎 𝑑𝑒𝑠𝑡𝑎𝑠 𝑚𝑒𝑑𝑖𝑑𝑎𝑠. 𝐴𝑝𝑒𝑛𝑎𝑠 𝑢𝑚𝑎 𝑚𝑖𝑛𝑜𝑟𝑖𝑎 𝑑𝑒 𝑒𝑠𝑡𝑢𝑑𝑎𝑛𝑡𝑒𝑠 𝑟𝑒𝑓𝑒𝑟𝑖𝑢 𝑞𝑢𝑒 𝑎𝑠 𝑠𝑢𝑎𝑠 𝑒𝑠𝑐𝑜𝑙𝑎𝑠 𝑡𝑖𝑛ℎ𝑎𝑚 𝑝𝑜𝑙𝑖́𝑡𝑖𝑐𝑎𝑠 𝑎𝑛𝑡𝑖-𝑏𝑢𝑙𝑙𝑦𝑖𝑛𝑔 𝑞𝑢𝑒 𝑚𝑒𝑛𝑐𝑖𝑜𝑛𝑎𝑣𝑎𝑚 𝑎 𝑜𝑟𝑖𝑒𝑛𝑡𝑎𝑐̧𝑎̃𝑜 𝑠𝑒𝑥𝑢𝑎𝑙 𝑒 𝑖𝑑𝑒𝑛𝑡𝑖𝑑𝑎𝑑𝑒 𝑑𝑒 𝑔𝑒́𝑛𝑒𝑟𝑜 𝑒 𝑞𝑢𝑒 𝑜 𝑐𝑢𝑟𝑟𝑖́𝑐𝑢𝑙𝑜 𝑖𝑛𝑐𝑙𝑢𝑖́𝑎 𝑞𝑢𝑒𝑠𝑡𝑜̃𝑒𝑠 𝐿𝐺𝐵𝑇𝑄+.

𝑃𝑜𝑟 𝑠𝑢𝑎 𝑣𝑒𝑧, 𝑜𝑠/𝑎𝑠 𝑒𝑠𝑡𝑢𝑑𝑎𝑛𝑡𝑒𝑠 𝑑𝑒 𝑚𝑖𝑛𝑜𝑟𝑖𝑎𝑠 𝑠𝑒𝑥𝑢𝑎𝑖𝑠 𝑒 𝑑𝑒 𝑔𝑒́𝑛𝑒𝑟𝑜 𝑞𝑢𝑒 𝑝𝑒𝑟𝑐𝑒𝑝𝑐𝑖𝑜𝑛𝑎𝑣𝑎𝑚 𝑎𝑠 𝑒𝑠𝑐𝑜𝑙𝑎𝑠 𝑐𝑜𝑚𝑜 𝑚𝑒𝑛𝑜𝑠 𝑖𝑛𝑐𝑙𝑢𝑠𝑖𝑣𝑎𝑠 𝑎𝑝𝑟𝑒𝑠𝑒𝑛𝑡𝑎𝑣𝑎𝑚 𝑡𝑎𝑚𝑏𝑒́𝑚 𝑢𝑚𝑎 𝑎𝑢𝑡𝑜-𝑒𝑠𝑡𝑖𝑚𝑎 𝑚𝑎𝑖𝑠 𝑏𝑎𝑖𝑥𝑎 𝑒 𝑛𝑖́𝑣𝑒𝑖𝑠 𝑚𝑎𝑖𝑠 𝑒𝑙𝑒𝑣𝑎𝑑𝑜𝑠 𝑑𝑒 𝑑𝑒𝑝𝑟𝑒𝑠𝑠𝑎̃𝑜. 𝐸𝑚 𝑠𝑖́𝑛𝑡𝑒𝑠𝑒, 𝑜𝑠/𝑎𝑠 𝑗𝑜𝑣𝑒𝑛𝑠 𝐿𝐺𝐵𝑇𝑄+ 𝑠𝑎̃𝑜 𝑚𝑎𝑖𝑠 𝑣𝑖́𝑡𝑖𝑚𝑎𝑠 𝑑𝑒 𝑏𝑢𝑙𝑙𝑦𝑖𝑛𝑔, 𝑎𝑝𝑟𝑒𝑠𝑒𝑛𝑡𝑎𝑚 𝑢𝑚𝑎 𝑠𝑎𝑢́𝑑𝑒 𝑚𝑒𝑛𝑡𝑎𝑙 𝑚𝑎𝑖𝑠 𝑓𝑟𝑎́𝑔𝑖𝑙 𝑒 𝑝𝑒𝑟𝑐𝑒𝑝𝑐𝑖𝑜𝑛𝑎𝑚 𝑎 𝑒𝑠𝑐𝑜𝑙𝑎 𝑐𝑜𝑚𝑜 𝑚𝑒𝑛𝑜𝑠 𝑖𝑛𝑐𝑙𝑢𝑠𝑖𝑣𝑎, 𝑐𝑜𝑚𝑝𝑎𝑟𝑎𝑡𝑖𝑣𝑎𝑚𝑒𝑛𝑡𝑒 𝑐𝑜𝑚 𝑐𝑜𝑙𝑒𝑔𝑎𝑠 𝑛𝑎̃𝑜-𝐿𝐺𝐵𝑇𝑄+.

𝐴𝑠 𝑙𝑖𝑛ℎ𝑎𝑠 𝑜𝑟𝑖𝑒𝑛𝑡𝑎𝑑𝑜𝑟𝑎𝑠 𝑒 𝑜𝑠 𝑝𝑙𝑎𝑛𝑜𝑠 𝑛𝑎𝑐𝑖𝑜𝑛𝑎𝑖𝑠 𝑑𝑒 𝑖𝑔𝑢𝑎𝑙𝑑𝑎𝑑𝑒 (𝑑𝑒 𝑞𝑢𝑒 𝑃𝑜𝑟𝑡𝑢𝑔𝑎𝑙 𝑗𝑎́ 𝑑𝑖𝑠𝑝𝑜̃𝑒) 𝑠𝑎̃𝑜 𝑖𝑚𝑝𝑜𝑟𝑡𝑎𝑛𝑡𝑒𝑠, 𝑚𝑎𝑠 𝑎 𝑟𝑒𝑎𝑙𝑖𝑑𝑎𝑑𝑒 𝑚𝑜𝑠𝑡𝑟𝑎 𝑞𝑢𝑒 𝑛𝑎̃𝑜 𝑠𝑎̃𝑜 𝑠𝑢𝑓𝑖𝑐𝑖𝑒𝑛𝑡𝑒𝑠. 𝑆𝑎̃𝑜 𝑛𝑒𝑐𝑒𝑠𝑠𝑎́𝑟𝑖𝑎𝑠 𝑚𝑒𝑑𝑖𝑑𝑎𝑠 𝑐𝑜𝑛𝑐𝑟𝑒𝑡𝑎𝑠 𝑒 𝑒𝑠𝑝𝑒𝑐𝑖́𝑓𝑖𝑐𝑎𝑠 𝑛𝑎𝑠 𝑒𝑠𝑐𝑜𝑙𝑎𝑠, 𝑞𝑢𝑒 𝑐𝑟𝑖𝑒𝑚 𝑢𝑚 𝑎𝑚𝑏𝑖𝑒𝑛𝑡𝑒 𝑠𝑒𝑔𝑢𝑟𝑜 𝑒 𝑖𝑛𝑐𝑙𝑢𝑠𝑖𝑣𝑜, 𝑝𝑜𝑟 𝑒𝑥𝑒𝑚𝑝𝑙𝑜:

𝟷-𝐴 𝑐𝑟𝑖𝑎𝑐̧𝑎̃𝑜 𝑒 𝑖𝑚𝑝𝑙𝑒𝑚𝑒𝑛𝑡𝑎𝑐̧𝑎̃𝑜 𝑑𝑒 𝑒𝑠𝑡𝑟𝑎𝑡𝑒́𝑔𝑖𝑎𝑠 𝑑𝑒 𝑠𝑒𝑛𝑠𝑖𝑏𝑖𝑙𝑖𝑧𝑎𝑐̧𝑎̃𝑜 𝑑𝑒 𝑝𝑎𝑟𝑒𝑠 𝑞𝑢𝑒 𝑝𝑜𝑡𝑒𝑛𝑐𝑖𝑒𝑚 𝑜 𝑠𝑒𝑢 𝑝𝑎𝑝𝑒𝑙 𝑒𝑛𝑞𝑢𝑎𝑛𝑡𝑜 𝑎𝑙𝑖𝑎𝑑𝑜𝑠/𝑎𝑠;

𝟸-𝐴 𝑝𝑟𝑜𝑚𝑜𝑐̧𝑎̃𝑜, 𝑗𝑢𝑛𝑡𝑜 𝑑𝑎𝑠 𝑐𝑜𝑚𝑢𝑛𝑖𝑑𝑎𝑑𝑒𝑠 𝑒𝑠𝑐𝑜𝑙𝑎𝑟𝑒𝑠 𝑒 𝑒𝑠𝑡𝑢𝑑𝑎𝑛𝑡𝑒𝑠 𝑒𝑚 𝑝𝑎𝑟𝑡𝑖𝑐𝑢𝑙𝑎𝑟, 𝑑𝑒 𝑒𝑠𝑡𝑟𝑎𝑡𝑒́𝑔𝑖𝑎𝑠 𝑑𝑒 𝑝𝑟𝑒𝑣𝑒𝑛𝑐̧𝑎̃𝑜 𝑑𝑒 𝑐𝑜𝑚𝑝𝑜𝑟𝑡𝑎𝑚𝑒𝑛𝑡𝑜𝑠 𝑎𝑏𝑢𝑠𝑖𝑣𝑜𝑠, 𝑒 𝑑𝑒 𝑐𝑎𝑝𝑎𝑐𝑖𝑡𝑎𝑐̧𝑎̃𝑜 𝑝𝑎𝑟𝑎 𝑎 𝑎𝑑𝑜𝑝𝑐̧𝑎̃𝑜 𝑑𝑒 𝑒𝑠𝑡𝑟𝑎𝑡𝑒́𝑔𝑖𝑎𝑠 𝑎𝑠𝑠𝑒𝑟𝑡𝑖𝑣𝑎𝑠 𝑒𝑚 𝑠𝑖𝑡𝑢𝑎𝑐̧𝑜̃𝑒𝑠 𝑒𝑚 𝑞𝑢𝑒 𝑒𝑠𝑡𝑒𝑠 𝑜𝑐𝑜𝑟𝑟𝑒𝑚;

𝟹-𝑂 𝑟𝑒𝑓𝑜𝑟𝑐̧𝑜 𝑑𝑎 𝑓𝑜𝑟𝑚𝑎𝑐̧𝑎̃𝑜 𝑒 𝑠𝑒𝑛𝑠𝑖𝑏𝑖𝑙𝑖𝑧𝑎𝑐̧𝑎̃𝑜 𝑑𝑒 𝑝𝑒𝑠𝑠𝑜𝑎𝑙 𝑑𝑜𝑐𝑒𝑛𝑡𝑒 𝑒 𝑛𝑎̃𝑜 𝑑𝑜𝑐𝑒𝑛𝑡𝑒 𝑝𝑎𝑟𝑎 𝑎𝑠 𝑡𝑒𝑚𝑎́𝑡𝑖𝑐𝑎𝑠 𝑑𝑎 𝑜𝑟𝑖𝑒𝑛𝑡𝑎𝑐̧𝑎̃𝑜 𝑠𝑒𝑥𝑢𝑎𝑙, 𝑖𝑑𝑒𝑛𝑡𝑖𝑑𝑎𝑑𝑒 𝑑𝑒 𝑔𝑒́𝑛𝑒𝑟𝑜 𝑒 𝑒𝑥𝑝𝑟𝑒𝑠𝑠𝑎̃𝑜 𝑑𝑒 𝑔𝑒́𝑛𝑒𝑟𝑜;

𝟺-𝐴 𝑠𝑖𝑛𝑎𝑙𝑖𝑧𝑎𝑐̧𝑎̃𝑜 𝑗𝑢𝑛𝑡𝑜 𝑑𝑜𝑠 𝑎𝑔𝑟𝑢𝑝𝑎𝑚𝑒𝑛𝑡𝑜𝑠 𝑒𝑠𝑐𝑜𝑙𝑎𝑟𝑒𝑠 𝑟𝑒𝑙𝑎𝑡𝑖𝑣𝑎𝑚𝑒𝑛𝑡𝑒 𝑎̀ 𝑝𝑟𝑖𝑜𝑟𝑖𝑑𝑎𝑑𝑒 𝑑𝑒 𝑐𝑜𝑛𝑡𝑟𝑖𝑏𝑢𝑖𝑟 𝑝𝑎𝑟𝑎 𝑐𝑟𝑖𝑎𝑟 𝑢𝑚 𝑐𝑙𝑖𝑚𝑎 𝑒𝑠𝑐𝑜𝑙𝑎𝑟 𝑚𝑎𝑖𝑠 𝑠𝑒𝑔𝑢𝑟𝑜 𝑒 𝑖𝑛𝑐𝑙𝑢𝑠𝑖𝑣𝑜 𝑝𝑎𝑟𝑎 𝑗𝑜𝑣𝑒𝑛𝑠 𝐿𝐺𝐵𝑇𝑄+, 𝑑𝑒𝑠𝑖𝑔𝑛𝑎𝑑𝑎𝑚𝑒𝑛𝑡𝑒 𝑛𝑜𝑠 𝑝𝑙𝑎𝑛𝑜𝑠 𝑎𝑛𝑢𝑎𝑖𝑠 𝑑𝑒 𝑎𝑐𝑡𝑖𝑣𝑖𝑑𝑎𝑑𝑒𝑠;

𝟻-𝑂 𝑓𝑜𝑚𝑒𝑛𝑡𝑜 𝑒 𝑓𝑎𝑐𝑖𝑙𝑖𝑡𝑎𝑐̧𝑎̃𝑜 𝑑𝑒 𝑒𝑠𝑡𝑟𝑢𝑡𝑢𝑟𝑎𝑠 𝑖𝑛𝑓𝑜𝑟𝑚𝑎𝑖𝑠 𝑛𝑎𝑠 𝑐𝑜𝑚𝑢𝑛𝑖𝑑𝑎𝑑𝑒𝑠 𝑐𝑜𝑛𝑠𝑡𝑖𝑡𝑢𝑖́𝑑𝑎𝑠 𝑝𝑜𝑟 𝑗𝑜𝑣𝑒𝑛𝑠 𝑒 𝑎𝑝𝑜𝑖𝑎𝑑𝑎𝑠 𝑝𝑜𝑟 𝑑𝑜𝑐𝑒𝑛𝑡𝑒𝑠 𝑒 𝑝𝑒𝑠𝑠𝑜𝑎𝑙 𝑛𝑎̃𝑜 𝑑𝑜𝑐𝑒𝑛𝑡𝑒, 𝑐𝑜𝑚 𝑜 𝑓𝑜𝑟𝑚𝑎𝑡𝑜 𝑑𝑒 𝑐𝑙𝑢𝑏𝑒𝑠 𝑜𝑢 𝑎𝑙𝑖𝑎𝑛𝑐̧𝑎𝑠 (𝑔𝑎𝑦-𝑠𝑡𝑟𝑎𝑖𝑔ℎ𝑡 𝑎𝑙𝑖𝑎𝑛𝑐𝑒𝑠);

𝟼- 𝐴 𝑖𝑛𝑐𝑙𝑢𝑠𝑎̃𝑜 𝑑𝑒 𝑡𝑒𝑚𝑎́𝑡𝑖𝑐𝑎𝑠 𝐿𝐺𝐵𝑇𝑄+ 𝑛𝑜𝑠 𝑐𝑢𝑟𝑟𝑖́𝑐𝑢𝑙𝑜𝑠 𝑒 𝑛𝑜𝑠 𝑚𝑎𝑛𝑢𝑎𝑖𝑠 𝑒𝑠𝑐𝑜𝑙𝑎𝑟𝑒𝑠, 𝑑𝑒 𝑚𝑜𝑑𝑜 𝑎 𝑐𝑜𝑛𝑡𝑟𝑎𝑟𝑖𝑎𝑟 𝑒𝑠𝑡𝑒𝑟𝑒𝑜́𝑡𝑖𝑝𝑜𝑠 𝑟𝑒𝑑𝑢𝑡𝑜𝑟𝑒𝑠 𝑠𝑜𝑏𝑟𝑒 𝑔𝑒́𝑛𝑒𝑟𝑜 𝑒 𝑠𝑒𝑥𝑢𝑎𝑙𝑖𝑑𝑎𝑑𝑒;

𝟽-𝐴𝑙𝑒𝑟𝑡𝑎𝑟 𝑎𝑠 𝑐𝑜𝑚𝑢𝑛𝑖𝑑𝑎𝑑𝑒𝑠 𝑒𝑠𝑐𝑜𝑙𝑎𝑟𝑒𝑠 𝑝𝑎𝑟𝑎 𝑎 𝑛𝑒𝑐𝑒𝑠𝑠𝑖𝑑𝑎𝑑𝑒 𝑑𝑒 𝑟𝑒𝑠𝑝𝑒𝑖𝑡𝑎𝑟 𝑎𝑠 𝑒𝑠𝑝𝑒𝑐𝑖𝑓𝑖𝑐𝑖𝑑𝑎𝑑𝑒𝑠 𝑑𝑎𝑠 𝑣𝑖𝑣𝑒̂𝑛𝑐𝑖𝑎𝑠 𝑑𝑒 𝑝𝑒𝑠𝑠𝑜𝑎𝑠 𝑗𝑜𝑣𝑒𝑛𝑠 𝑡𝑟𝑎𝑛𝑠 𝑜𝑢 𝑛𝑎̃𝑜 𝑏𝑖𝑛𝑎́𝑟𝑖𝑎𝑠, 𝑑𝑒𝑠𝑖𝑔𝑛𝑎𝑑𝑎𝑚𝑒𝑛𝑡𝑒 𝑛𝑜 𝑟𝑒𝑠𝑝𝑒𝑖𝑡𝑜 𝑝𝑒𝑙𝑜𝑠 𝑝𝑟𝑜𝑛𝑜𝑚𝑒𝑠 𝑒 𝑛𝑜𝑚𝑒 𝑠𝑜𝑐𝑖𝑎𝑙, 𝑎𝑠𝑠𝑖𝑚 𝑐𝑜𝑚𝑜 𝑛𝑎 𝑎𝑟𝑡𝑖𝑐𝑢𝑙𝑎𝑐̧𝑎̃𝑜 𝑝𝑎𝑟𝑎 𝑢𝑚 𝑢𝑠𝑜 𝑠𝑒𝑔𝑢𝑟𝑜 𝑑𝑒 𝑐𝑎𝑠𝑎𝑠 𝑑𝑒 𝑏𝑎𝑛ℎ𝑜 𝑒 𝑏𝑎𝑙𝑛𝑒𝑎́𝑟𝑖𝑜𝑠, 𝑒 𝑛𝑜 𝑟𝑒𝑠𝑝𝑒𝑖𝑡𝑜 𝑝𝑒𝑙𝑎 𝑖𝑑𝑒𝑛𝑡𝑖𝑑𝑎𝑑𝑒 𝑑𝑒 𝑔𝑒́𝑛𝑒𝑟𝑜 𝑒𝑚 𝑡𝑜𝑑𝑎𝑠 𝑎𝑠 𝑎𝑐𝑡𝑖𝑣𝑖𝑑𝑎𝑑𝑒𝑠 𝑐𝑢𝑟𝑟𝑖𝑐𝑢𝑙𝑎𝑟𝑒𝑠 𝑒 𝑒𝑥𝑡𝑟𝑎𝑐𝑢𝑟𝑟𝑖𝑐𝑢𝑙𝑎𝑟𝑒𝑠 𝑞𝑢𝑒 𝑒𝑛𝑣𝑜𝑙𝑣𝑒𝑚 𝑑𝑖𝑣𝑖𝑠𝑎̃𝑜 𝑝𝑜𝑟 𝑔𝑒́𝑛𝑒𝑟𝑜.

* Doutorado em Psicologia pela Universidade do Porto.

IN "PÚBLICO" - 20/10/22 .