Professora, Mulher e Homossexual: desafios da prática pedagógica

Abstract

In this work, we will focus on the feminization of teaching work, analyzing how gender issues permeate all the construction of the subjectivity of female homosexual teachers who work with elementary education. In order to develop the present research, we used Life History method, studying four homosexual teachers from state public schools in Alagoas, in order to understand how their personal, professional and educational trajectory was, as well as how the implications for their teaching profession were given. For this analysis, theoretical assumptions of Feminist and Post-Structuralist Studies were used, especially Judith Butler and Michel Foucault, in which gender and sexuality devices are not seen as causes, but effects of discourses. The analysis was based on semistructured interviews with four female teachers, under the following criteria: a) work for public elementary education; b) have assumed homosexuality for everyone in their lives. The thesis tells the story of four women who admitted their homosexuality towards their family members and society. The theoreticalmethodological contribution used in the production of the narratives is focused on the analytical studies of the experience of Caterina Benelli, Marie-Christine Josso and Maria da Conceição Passegui. From these authors’ work, we analyze the sense that these homosexual teachers made about what happened in their lives in relation to gender. Actually we present a version of what they have lived, a signification of what they have experienced, as lesbians, in life and in schools.