Experiências de uma bixa preta em sala de aula: contribuições para uma educação a partir da dissidência interseccional

Abstract

This research aims to understand the possible contributions of Visual Arts teachers to issues related to intersectional dissidences (gender, sexuality, and race) in classrooms of Basic Education (6th to 9th grade). It has the following specific objectives: a) present and reflect on classroom experiences in Basic Education based on autobiographical research processes; b) understand aspects of intersectional dissidences (race, gender, and sexuality) and the teaching of Visual Arts; and c) investigate, experiment, and reflect on the PROVOQUE methodology (Problematizing Visualities and Questioning Stereotypes) as a possibility for educational action in Visual Arts in Basic Education. The study takes place in the fields of Visual Culture Education and Intersectional Dissidence and is anchored in the perspective of autobiographical narrative. The research topic originates from the need for qualified discussions on intersectional dissidence in Basic Education classrooms and the absence of educational records based on narratives of dissenting professionals, in this case, a black queer artist, teacher, and researcher. The research concludes with the understanding that the educational field, specifically the teaching of Visual Arts in Basic Education, is increasingly inhabited by dissenting individuals who, in turn, transform the school into a space of possible existences. Furthermore, autobiographical writing is a political strategy for legitimizing dissenting bodies in educational spaces, and teaching methodologies that problematize common visualities open doors for questioning power relations.