“As pessoas precisam entender que a gente existe...” - (auto)biografias docentes LGBTI+ do IFBA

Abstract

This thesis is the result of a journey of concerns and discomfort arising from the experience of the researcher and the sharing of other experiences of LGBTI+ teachers at the Federal Institute of Education, Science and Technology of Bahia (IFBA). It also constitutes an affective- discursive-territorial-political space of lived experiences that have (un)paved the way for the realization of a research whose protagonists are the subjects of the experience in full exercise of their social roles in teaching, in the most diverse campuses of the IFBA network. At the same time, this study and these subjects outline a frontier that needed to be territorially demarcated. There was an urgent need to listen to our bodies, which are often seen as abject in the institution in which we work, in order to provide space and time to think about the "de-education" of these bodies. This perspective contributed to a more fruitful journey, which served as a "bridge" to deal with the problem of what it is like to be an LGBTI+ teacher in technological and professional education at IFBA. In the light of this concern, new questions, inquiries, new perspectives and criticisms were raised in relation to studies involving the dimensions of teachers-subjectivities-narratives. As this was a research project involving narratives, with colleagues, there was a commitment to conduct the research in a way that prioritized the constant maintenance of a sensitive-investigative gaze in the position of a researcher imbued with the perspective of "subject of experience". The aim of the research was to understand how LGBTI+ teachers forge their experiences in their professional work at IFBA. To meet this general objective, more specific ones were needed, such as (i) getting to know the life stories of LGBTI+ teachers at IFBA, through (auto)biographical narratives; (ii) identifying their identity, training and experiences; and (iii) understanding how issues of sexual and gender dissidence impact on the ways in which LGBTI+ teachers subjectivate themselves in their professional work. The studies of gender and sexuality dissidence and (auto)biographies supported and served as the theoretical-methodological foundations for the discussions, analyses and understandings of the biographies contained in the thesis. The methodological path of the thesis made it possible to create the Via(da)gem Route, which was structured into three phases: Initiation, Assembly and Slayer. In this Route, the entire field research process is narrated, from the theoretical-methodological foundations to the procedural actions for carrying out the research. The analysis of the information generated by the interviews was systematically structured into three biographical axes that guided the major dialogues of the narrative interview: Biographical Axis of Experiences (EBV), Biographical Axis of Formative Experiences (EBEF) and the Biographical Axis of Teaching Performance (EBAD). I conclude that the narratives of the LGBTI+ teachers revealed that the IFBA was a desire and will of the teachers to be part of the institution and that they are in a privileged place to contribute in the sense of being potentializers for social change and transformations in the lives of the students. This place is made up of multiple realities, contradictions and ambiguities, which forge them as mobilizers and (re)(self)creators of transgressive pedagogical practices, transversed by the perspectives of sexuality and gender dissidence. This happens in any of their professional roles as teachers in technical and technological education, in the dimensions of the institution: teaching, research, extension and management.