Narrativas em podcast: docentes LGBTQIA+ no contexto da educação profissional e tecnológica da IFBA

Abstract

The school, in its normative function, is a privileged space for disciplining and controlling bodies, serving as an institution that actively participates in the production and reproduction of normative arrangements that shape how individuals live and experience their bodies, gender identities, and sexuality. Considering these issues, the general objective of this research was to investigate how symbolic, cultural, historical, and linguistic processes, in their broadest senses, influence the production of identities and the pedagogical practices of LGBTQIA+ teachers in professional and technological education. Narrative was chosen as the methodological approach for this research, and its participants were teachers from the Federal Institute of Education, Science, and Technology of Bahia (IFBA). Given the qualitative nature of this study, an invitation questionnaire was used to select the research participants, followed by individual audio-recorded interviews. We employed discursive textual analysis of the teachers' narratives in dialogue with the theoretical framework as a means of discussing the research data, resulting in an educational product in the form of a podcast. Titled “Dissident Dialogues”, the educational product is a non-fictional, reflective, and propositional medium. Using simple and direct language, the podcast presents, in four episodes, the challenges, violence, as well as the coping strategies and resistance of these professionals in their teaching practices and in the full exercise of existing beyond the impositions of heteronormativity. In this way, we encourage the creation of spaces for discussions and practices that advance the problematization and deconstruction of processes of subordination and hierarchization present in schools, which manifest in various forms of violence and oppression.