Abstract
The chapter revisits two educational research projects developed in Brazilian schools that aimed at imagining queer times and spaces in educational life. Both are ethnographic investigations developed in a social democratic period in the country, when it was possible to do research on gender, sexuality, and race in schools. The experiences they promoted call into question totalitarian practices in the contemporary scenario. Through the concept of “scale”, the study explores some of the performative effects of these projects by analyzing classroom and digital practices revolving around gender and sexuality, and argues that queering literacies may disassemble the reactionary impetus we are now facing.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
In order to challenge modernist all-encompassing categories such as “homosexual”, which standardize the multiple ways of experiencing human sexuality, we employ the abbreviation LGBTIQ+, the initials for lesbian, gay, bisexual, transgender, intersex, queer, and + (to include other diverse possibilities such as asexual, pansexual, etc.).
- 2.
It goes without saying that we are not criticizing the teacher but the kind of modernist and positivist education she had, which prepared her for dealing with homogeneous idealized students while sexuality, race, and feminism were being loudly voiced, already on those days, by the media and discussed by the students, as shown below.
- 3.
We have used fictional names in all excerpt transcriptions to preserve the identity of research participants (the institution, the teacher, the students, and the blog).
- 4.
The age group ranged from years 14 to 15.
- 5.
The guidelines and students’ posts were written in Portuguese and were translated into English for the purposes of this chapter.
- 6.
Different groups worked on the task in several areas of the blog. Each group had a specific password to access the pertinent interactional space.
- 7.
This stretch of data is part of a longer conversation analyzed in Fabrício (2017).
References
Anderson, B. (1983). Imagined communities. Verso.
Austin, J. L. (1962). How to do things with words. Clarendon Press.
Barnard, I. (2004). Queer race. Lang.
Bauman, Z. (1997/1998). Mal-estar da pós-modernidade (M. Gama & C. M. Gama, Trans.). Zahar.
Butler, J. (1990). Gender trouble: Feminism and the subversion of identity. Routledge.
Carr, E. S., & Lempert, M. (Eds.). (2016). Scale. Discourse and dimensions of social life. University of California Press.
De Sousa Santos, B. (2016). A difícil democracia. Reinventar as esquerdas [The difficult democracy. Reinventing the lefts]. Boitempo.
Derrida, J. (1972/1988). Signature event context. Glyph, 1, 172–197.
Derrida, J. (1982). Margins of philosophy. University of Chicago Press.
Eco, U. (1995/2018). Fascismo eterno (E. Aguiar, Trans.). Editora Record.
Elias, N. (1939/1990). O processo civilizador: uma história dos costumes (Vol. 1). Zahar.
Fabrício, B. F. (2012). Trajectories of socialization in school transcontexts: Discourse journeys on gender and sexuality. Working Papers in Urban Language & Literacies, 94. Retrieved from www.kcl.ac.uk/ldc.
Fabrício, B. F. (2017). “Repetir-repetir até ficar diferente”: práticas descoloniais em um blog educacional [“Repetition and change”: Decolonial practices in an educational blog]. Cadernos de Linguagem e Sociedade, 18(2), 9–26.
Fabrício, B. F., & Moita-Lopes, L. P. (2015). TV-school hybrid literacy practices as sites for making another logic possible: Voicing contrasts that promote gender and sexuality trans-experiences. Linguagem e Sociedade, 16(2), 12–32.
Fabrício, B. F., & Moita-Lopes, L. P. (2019). Creating queer moments at a Brazilian school by forging innovative sociolinguistic scalar perspectives in classrooms. In H. Sauntson & J. Kjaran (Eds.), Queer transformative spaces: Global narratives on gender and sexualities in schools (pp. 35–53). Routledge.
Fairclough, N. (1992). Discourse and social change. Polity Press.
Foucault, M. (1976/1978). The history of sexuality volume I: An introduction (R. Hurley, Trans.). Pantheon Books.
Machado, R. (2016, December 8). A difícil reinvenção da democracia frente ao fascismo social. Entrevista especial com Boaventura de Sousa Santos [The difficult reinvention of democracy in the face of social fascism. Special interview with Boaventura de Sousa Santos]. IHU Online. Retrieved August 31, 2019, from http://www.ihu.unisinos.br/159-noticias/entrevistas/563035-a-dificil-reinvencao-da-democracia-frente-ao-fascismo-social-entrevista-especial-com-boaventura-de-sousa-santos.
Makoni, S., & Pennycook, A. (Eds.). (2007). Disinventing and reconstituting languages. Multilingual Matters.
Márquez, N., & Laje, A. (2014). El libro negro de la nueva izquierda: ideología de género o subversion cultural. Unión Cultural.
Mignolo, W. (2011/2017). Colonialidade. O lado mais escuro da modernidade. Trad. Marco Oliveira. RBCS, 32(94), 1–18.
Moita-Lopes, L. P. (1998). Discursos de identidade em sala de aula de leitura de L1: a construção da diferença [Discourses of identity in the L1 literacy classroom: The construction of difference]. In I. Signorini (Ed.), Língua(gem) e identidade: elementos para uma discussão no campo aplicado. [Language and identity: Elements for a discussion in the applied field] (pp. 303–330). Mercado de Letras.
Moita-Lopes, L. P. (2002). Identidades fragmentadas: A construção discursiva de raça, gênero e sexualidade em sala de aula [Fragmented identities: The discursive construction of race, gender and sexuality in classrooms]. Mercado de Letras.
Moita-Lopes, L. P. (2006a). On being white, male and heterosexual: Multiple positionings in oral narratives. In D. Schiffrin, A. De Finna, & M. Bamberg (Eds.), Discourse and identity (pp. 288–313). Cambridge University Press.
Moita-Lopes, L. P. (2006b). Queering literacy teaching: analyzing gay-themed discourses in a fifth-grade in Brazil. Journal of Language, Identity, and Education, 5(1), 31–50.
Moita-Lopes, L. P., & Fabrício, B. F. (2019). Queering school literacy practices: Interventionist approaches. In K. Hall & R. Barret (Eds.), The handbook of language and sexuality. Oxford University Press.
Pennycook, A. (2007). Global Englishes and transcultural flows. Routledge.
Pennycook, A. (2012). Language and mobility: Unexpected places. Multilingual Matters.
Scollon, R., & Scollon, S. W. (2004). Nexus analysis: Discourse and the emerging internet. Routledge.
Sedgwick, E. K. (1990). The epistemology of the closet. University of California Press.
Silva, D. D. N. (2019). Enregistering the nation: Bolsonaro’s populist branding of Brazil. Working Papers in Urban Language and Literacies, 252.
Snyder, T. (2018). The road to unfreedom. Russia, Europe, America. The Duggan Books.
Stanley, J. (2018). How fascism works: The politics of us and them. Random House.
Venn, C. (2000). Occidentalism: Modernity and subjectivity. Sage.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2020 The Author(s)
About this chapter
Cite this chapter
Fabrício, B.F., Moita Lopes, L.P. (2020). Perspectivizing and Imagining Queer Pedagogies Through Collaborative Interventionist Research in a Brazilian School. In: Pérez, M., Trujillo-Barbadillo, G. (eds) Queer Epistemologies in Education. Queer Studies and Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-50305-5_3
Download citation
DOI: https://doi.org/10.1007/978-3-030-50305-5_3
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-030-50304-8
Online ISBN: 978-3-030-50305-5
eBook Packages: EducationEducation (R0)