“Eu sou assim mesmo, eu dou pinta!” : performances discursivas, dissidências de gênero e suas interseccionalidades na docência

Abstract

In this study, I focus on the discursive performances of a language teacher in order to investigate how identities and meanings produced discursively have been negotiated in the school contexts in which he is inserted (NELSON, 2006), once he performs intersectionalities (CRENSHAW, 2002) dehumanized in this current contingency. Grounded on several authors (AUSTIN, 1990 [1962]; BUTLER, 2016, 2017), I understand that there are hegemonic linguistic-discursive practices that end up legitimizing inequalities and marginalizing certain bodies and subjects in our society, hence the pressing task of launching reflections about such phenomena and complexities. Therefore, inscribed in the qualitative-interpretative research paradigm, under the narrative perspective (CLANDININ; CONNELLY, 2015; MOITA LOPES, 2002), I understand that the narratives enable the opportunity to theorize personal life and are articulated to the possibility of hybridizing theoretical aspects and practical human relations (UTIM; OLIVEIRA, 2019). The empirical material was generated in March 2020, resulting from a provisional identification questionnaire and a meeting, both recorded in audio. To guide the interpretation of the empirical material generated, I dialogue with queer and transviad@s studies (BENTO, 2017; LOURO, 2014) articulated to the connections between performance, body and identities (PINTO, 2007; BORBA, 2014), encompassed by the broad inter / transdisciplinary scope of Critical Applied Linguistics (MOITA LOPES, 2006, 2013; PENNYCOOK, 2001). The discussions point to the fact that the school and the power relations that go through it, even though constituted by diversity / difference, insist on acting under the logic of a monocultural teaching and learning process (OLIVEIRA; ARRIEL; SILVA, 2017). The problematized analyzes demonstrate that empathic listening (REZENDE, 2017) is an alternative that enables the construction of (inter) cultural relativisms, in view of the fact that it enhances voices that were previously silenced; and the narrated stories provide opportunities for a teacher and student linguistic education that wants to be critical, responsive and responsible to contemporary life.