Articulating genders and sexualities questions as experienced in science classroom with a concept of minor education

Abstract

The article has as its goal to discuss the narrative experiences of a science teacher, a researcher-master’s student and school students that took part on a project that sought to debate genders and sexualities questions in school space. Such experiences were presented in four narrative scenes. The narrated experiences are related to the three minor education characteristics highlighted by author Silvio Gallo, such as, deterritorialization, political ramifications and collective value. It’s important to highlight that the discussions that took place in school enabled that gender and sexuality thematic were included in the school curriculum and articulated the contents of the Science subject to those themes, besides enabling those involved to (re)think about such questions. We understood that pedagogical practices that adopt the minor education assumptions contribute to the value of genders and sexualities multiplicity. The study presents itself as a possibility to think of a narrative experience in a Science classroom, to think
of possible resistances, to think about the relationship that took place between the teacher, the researcher-master’s student and the school students, to think about a minor education that’s singular and provocative, that values thesocial life and pluralism, promoting actions that look to promote of a genders and sexualities education that combats sexism, racism, misogyny, homo, trans and lesbophobia, among other prejudice and discrimination manifestations.