The Bodies that the school do not touch: EJA and sexual and gender disagreements in the perspective of teacher training

Abstract

This is a Research-Action based on linking the first researcher’s life story and confessional narratives to constitutive and formative processes that form the teaching method which is called Education for Young and Adult people – EJA, in Alice Fuchs de Almeida Municipal School, located in Una, Southern region of Bahia. Based on decolonial knowledge, the dialogue between these personal and professional aspects made arise the pedagogic intervening proposal called Gender, Sexuality, and Intersectionality, developed by innovative and engaged educational practices, and a previous selection of male and female authors. This method is based on the cosmology and epistemology of people who are oppressed by colonial disparity. This practice aims to guarantee a whole human potentiality development for practitioners who act in EJA, in order to make them able to ensure a whole exercise of citizenship for their students. From this perspective, this proposal was conducted by a methodology which considered as a motivation significance contents that required reflections and knowledge about the school curriculum and educational practices. Formative meetings and actions conducted during Complementary Activities-AC were ways to promote these necessary reflections and knowledge. Therefore, we identified how curriculum acts can lead to composing representations of sexuality, gender, and bodies ethnic and racial identities for EJA students. The hegemonic supremacy of white, straight, Christian, and rich men negatively intervene in the lives of these students, once almost all of them are out of the main colonial matrix.