LESBIAN TEACHERS IN BASIC EDUCATION: teaching knowledge as resistance:

• Autor(a) principal: Roseno, Camila dos Passos
• Data de Publicação: 2024
• Outros Autores: Auad, Daniela
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Olh@res (Universidade Federal de São Paulo)
• Texto Completo: https://periodicos.unifesp.br/index.php/olhares/article/view/15804
• topic: Educación; Saber de la Enseñanza; Relaciones de Género; Education; Teaching Knowledge; Gender; Educação; Saberes Docentes; Relações de Gênero

This article is the result of the doctoral research entitled: “Trajectories of lesbian teachers in basic education: teaching knowledge as resistance”, whose objective was to know how teaching knowledge and teaching identity are constituted by the lesbians of basic education teachers. To achieve this objective, we chose the “Snowball” methodology, which allowed us to locate seven lesbian teachers, who work in the Northeast region of Brazil. We also use the (auto)biographical method as inspiration, to identify, through life trajectories, the teaching knowledge, understanding these as resistance, in the specific case of the trajectories of the interviewed teachers and perceived as co-authors of the research. Semi-structured interviews were carried out with lesbian teachers, the protagonists of the present study, who declared their sexual orientation in their workplaces. In this way, we identified various teaching knowledge as resistance strategies, used by teachers both to continue working with the minimum of conditions and to welcome and protect students who are vulnerable, due to their sexual orientations or gender identities.