Nossa presença incomoda!? A (re)produção dos currículos na formaçãoexperiência de sujeitosdocentes LGBTIA+

Abstract

Narrating is part of the process of understanding trajectories. In this text, the trajectory is a curriculum and this is a trajectory! They are not static things, much less manufactured at random, they are alive, constantly modified and (re)produced. Therefore, the people who are part of them (re)create them on a daily basis. Thus, the main objective of this dissertation is to reflect on how the (re)production of curricula impacts the training and experience of LGBTIA+ teaching subjects, as it is believed that the role of curricula in life trajectories modifies the paths and paths they followed/ continue in their (self) formative processes. The theoretical/methodological support of this research is guided by the biographical narratives with Ferrarotti (2010), Josso (2010) and Souza (2007a, 2007b), in queerdecolonial studies for the analysis of experiences, through Louro (2001, 2014, 2018) , Lugones (2008, 2014) and Miskolci (2014, 2017), in addition to reflections on the constructions of genders and sexualities, supported by Bourdieu (2012) and Foucault (1979, 2021). The post-critical curricular discussions carried out are based on Apple (2006), Paraíso (2015, 2016), Sacristán (2013, 2017) and Silva (2020), regarding decolonial studies, on Quijano (2005, 2010) and Walsh ( 2005). The participating teachers are two teachers and a teacher from Imperatriz/MA, from the basic education network, contacted based on snowball sampling, based on Vinuto (2014), which enables communication with people from groups of difficult access through a network of indications between them. The narratives were generated from the Interview/conversation movement, a methodology used in dialogue with Ribeiro, Souza and Sampaio (2018), with the narrative analysis in Bolívar, Domingo and Fernández (2001) as a background scenario for understanding the narrations of the teachers LGBTIA+. Through the narrative journeys, the normatizing role that the curriculum tensioned/tensioned in the training of teachers was identified, in order to engender marks in their trajectories, which sometimes impact for transgression in their pedagogical practices, and sometimes provoke the reproduction of practices and standardizing hegemonic discourses, having as common sharing the desire and need to approach these themes in the classroom, due to the process of their own constitutions as LGBTIA+ subjects.