Subjectivation narratives and resistance strategies of LGBTQIA+ teachers in art education: a queer-situated approach

Abstract

This paper explores the modes of subjectivation of LGBTQIA+ teachers in public education stemming from the personal experience of the author and five other teachers who graduated in Performing Arts from the Federal University of Ouro Preto. Resorting to methodologies such as escrevivência, autobiografia escrevivente and narrative interviews, this research investigates how these teachers deal with categorization and abjection within the scope of the family-school-society trinomial. The theoretical-methodological analysis, named queer-situated perspective, combines queer theory and decolonial studies to understand the subjectivation processes and the resistance strategies developed in this context. Lastly, the experiences of LGBTQIA+ teachers in art education were considered to be shaped by systems of power and their resistance strategies based on the courage of truth and love as action. The research contrasts LGBTQIA+ teaching, as teaching-situated, from the simple presence of an LGBTQIA+ teacher. It emphasizes the necessity to decolonize our subjectivation processes as teachers, as well as our pedagogical practices, thus promoting an educational community that is open to differences and based upon resistance to violence such as the LGBTQIA+ phobias.