(AUTO)BIOGRAPHICAL NARRATIVES OF LGBTIA+ TEACHERS:

curricula and educational trajectories in genders and sexualities

Abstract

The present work aims to problematize the (auto)biographical narratives of LGBTIA+ teachers about their educational trajectories as students in the context of gender and sexuality issues. These narratives are powerful devices that allow knowing, sharing, and problematizing life stories. Therefore, they make it possible to understand the educational trajectories of LGBTIA+ people, permeated by experiences marked by confrontations, resistance, and submissions related to gender and sexuality issues. In this sense, curricula play a significant role in standardizing and transgressing binary norms. The LGBTIA+ teachers in this research work in the municipal public school system of Imperatriz/MA. The methodology is based on (auto)biographical studies that used interviews/conversations to produce narratives analyzed in dialogue with queerdecolonial studies. From the teachers' narratives, their experiences as students point to processes of exclusion and nonrecognition of themselves in curricula, in which, at certain times, regulations are imposed compulsorily. Only in Higher Education does the curriculum gain a new status and become a fertile space for transgression and self-understanding for these teachers when they see themselves recognized when subjects on such topics are addressed, which did not occur in the Basic Education curricula.