Trajetórias de professoras negras lésbicas no ensino público: rompendo o ciclo de silêncios

Abstract

This dissertation deals with the analysis of the trajectories of black lesbian teachers from southern Brazil, working in public education and their (in) visibility in the educational space, problematizing school daily lives historically marked by monoidentitary productions. The study problematizes the survival strategies and resources built by black lesbian teachers during their trajectories in education. Showing how they once produced and today are still producing pedagogical practices as essential methodologies of the cracks in a system that makes their trajectories invisible and from that, it demonstrates the practices of intellectual and pedagogical resistance developed by three black lesbian teachers who work in public education. Resistance in this perspective is understood as a set of mechanisms that seeks the redefining and reframing of the life, being a black and lesbian teacher, self-determination and dignity. It is constituted in the field of Education, with a qualitative approach, using a comprehensive interview as a methodological strategy. Operating with intersectionality as a conceptual basis and analysis tool, it demonstrates the impossibility of understanding the systems of resistance and domination without considering the way race, class, gender and sexuality communicate and operate by connecting the mechanisms of domination. It is emphasized as final considerations that the intersectional interpellation allows to analyze and understand the multiplicity of differences present in the teaching trajectories of black lesbian women, who interact and act in different spaces marked by innumerable discrimination, such as racism, machism and lesbophobia. The analysis carried out from a theoretical / empirical perspective, demonstrates how the spheres of inequalities are supported in each other for the conservation of the status quo. At the same time, it is emphasized that the comprehensive interview, used not only as a technique, but also as a differentiated expedient for the theoretical elaboration supported by the data, reveals aspects of the role of black lesbian teachers, allowing the restoration of unexplored theoretical understandings of black lesbian feminism, providing epistemological guidance in dealing with sources, which are interviews with black lesbian teachers, authors of their own stories. Such women reframes the place of exclusion and convert it into a space for struggle, emancipatory experiences and a setting for theoretical thinking and knowledge production. The gaps created in the micro spaces conquered by these teachers, tension institutional barriers and produce several epistemological possibilities that black lesbian teachers provide when occupying the teaching space, showing what underpins the processes of exclusion and annulment of these existences.