Problematizando performances discursivas sobre gênero e sexualidade em uma experiência de formação docente

Abstract

In this study, I focus on a teacher education experience lived through a subproject, planed by me and carried out from April to May 2019, in a Portuguese/English language teacher education course context, in partnership with the State University of Goiás. The main objective of this study is to reflect about the pressing need to link gender and sexuality discussions to the language teacher education. Therefore, this study is grounded on discursive performances (AUSTIN, 1990; DERRIDA, 1991; BUTLER, 2017; ROCHA, 2013; URZÊDA-FREITAS, 2018) that emerged from the agents problematizations during the language teacher education discussions. Thus, the academic praxiologies that support this research are intersected with the broad scope of Critical Applied Linguistics, with focus on critical teacher education and identities studies that engaged discussions about gender and sexuality issues. Besides, the methodological aspects are guided by a critical and collaborative education-research (SILVESTRE, 2017) considering the fact that the investigation was conceived in a teacher education context. The empirical material that informs this study was generated from initial questionnaires, speech transcriptions of the meetings and reflective texts produced by the research agents. Previously, I focus on how they problematize: 1) the mechanisms of social regulation about gender relations and sexuality; 2) gender and sexuality issues that emerge in their teaching practices, as well as in their personal lives; and, finally, 3) the intersections between gender, race, class, sexuality. The analyses point to the productivity of critical in language teacher education, especially when it’s about learning in partnership with teachers in education process, discursive repertoires that corroborate with less essentialist and generalizing views about gender and sexuality identities.