Educação e sexualidade em narrativas bio-gráficas escreviventes: a jornada do h(eu)rói

Abstract

This research is part of the research line “Foundations and Educational Practices” of the Graduate Program in Education at the Federal University of Triângulo Mineiro (PPGE/UFTM), focusing on the axis “Educational Spaces and Formative Processes.” The dissertation investigates the relationship between education and sexuality through bio:graphic escrevivente narratives, anchored in the researcher’s personal and professional trajectory as an educator, psychologist, and gay man. Considering the Hero’s Journey theory by Campbell (2007) and Vogler (2015) as a guiding framework, a narrative methodology is adopted that weaves together bio:graphy, fiction, and critical analysis, giving visibility to the marginalized experiences of the LGBTQIA+ community and promoting reflections on identity construction, the confrontation of prejudice, and the pursuit of liberatory educational practices. Throughout the study, the process of self-knowledge and the difficulties experienced in school contexts—marked by heteronormativity and social stigmas related to sexuality—are made evident. Writing takes on a transmedia character, incorporating references from literature, music, cinema, and Japanese animation. Although psychoanalysis constitutes a central axis of analysis, the work also dialogues with other lines of psychological investigation, in articulation with philosophy, education, and queer studies, thus composing a plural analytical framework. School life is described as a space permeated by resistance, discrimination, and violence against sexual diversity, but also as a place of care, transformation, and the construction of what is termed esper-ação (hope-action). The research emphasizes the role of the educator as an agent who not only transmits knowledge but also fosters critical debates and creates safe spaces for the recognition of diversity. Drawing on the researcher’s clinical and teaching experiences, the dissertation points to possibilities of overcoming sociocultural conditioning and valuing experience as an instrument of learning and emancipation. In the end, critical hope emerges as the driving force of transformation, reaffirming that education, by transforming subjects, contributes to social transformation. Thus, this work becomes an invitation to celebrate differences and to build an educational practice that integrates affection, ethics, and politics, reiterating the power of writing as a political, aesthetic, and pedagogical gesture.