“Tudo aquilo que sou perpassa a minha existência enquanto mulher e lésbica”: narrativas de professoras lésbicas das Instituições de Ensino Superior do Amapá

Abstract

This Master's thesis addresses gender studies and sexuality through a historical and social lens by aiming to understand sexuality in the way it is permeated by contingent social values. We indicate how being a woman became synonymous with subordination due to speeches that legitimized the bodies of men as normal, full and healthy, to the detriment of the bodies of women. We also reflect on homosexuality, sexual orientation and the complexity present in the process of forming political individuals who identify as lebians, their professional teaching performance in the face of experiences with sexuality and gender issues faced by them while emphasizing on the importance we all have in the most diversed spaces. One problem is to understand how the teaching identities of lesbian teachers in educational institutions in Amapá are constructed by taking into account the gender and sexuality negotiations as symbolic, cultural and historical processes that organize the professional lives of these teachers. The general objective of this work was to analyze the construction of the teaching identity from the narratives of lesbian teachers from educational institutions in Amapá by considering the power relations in the negotiations of gender and sexuality in the field of the professional experience of these teachers. The defined objectives are 1) to understand the relationship between documented identities and negotiations of gender and sexuality as symbolic, cultural and historical processes that organize the professional experience of lesbian teachers from educational institutions in Amapá, 2) to identify the impact in the professional field of representations of gender and sexuality in the construction of documented identities, 3) to analyze, from the speeches of lesbian teachers, what are the symbolic, cultural and historical processes that are present in the construction of documented identities.. Methodologically, this research is qualitative, with a phenomenological approach method that contained narrative interviews for data collection and used comprehensive Weberian sociology for data analysis and treatment. We analyze, therefore, that teachers at some point in their trajectories suffered tensions regarding power relations and rules of sex and gender. Their invisibility is present, but it is in their speech that the gender marker is much more present, or faced daily in the experience of being a woman in search of legitimacy followed by lesbian visibility.