O que pode a professora byxa na escola? - pensamentos e reflexões acerca da identidade byxa na educação básica

Abstract

The research in question seeks to reflect on the school institution, focused on basic education, from the doing, the body and byxa performavity. The reflections intend to occupy the space-time of the school and put it in check from the perspective of byxas bodies that occupy and act in this space. It is also intended to discuss the importance of the presence of these performativities for the construction and affirmation of the identity of students and teachers who, like the byxa teacher who writes, identify themselves as dissenting and disobedient bodies and identities. The conceptual articulations will be made from authors such as Paco Vidarte (2019) with Ética Byxa; Javier Sáez and Sejo Carrascosa (2017) with the annaises; Guacira Lopes Louro (2018) with queer pedagogy; Thiffany Odara (2020) who approaches the pedagogy of disobedience as a way of (re)existing within the school; and, finally, Rogério Diniz Junqueira (2013) with the Closet Pedagogy, which identifies, in a very objective way in school relations, the reflections of compulsive heterosexuality and heteronormativity in the teaching-learning processes of the basic education school.