(Im)Possible children: LGBTI narratives and memories of childhood and schooling
DOI:
https://doi.org/10.5212/PraxEduc.v.21.26262.027Abstract
This study aims to make visible and critically examine colonialities of being and knowledge related to gender, sexuality, their operations, and their intersectionalities in autobiographical narratives and memories of childhood and schooling among Lesbian, Gay, Bisexual, Trans, Travesti, and Intersex (LGBTI) people. It problematizes: How did children remembered by LGBTI adults resist colonialities imposed on (their) bodies, affects, and dissident childhood and school-based (r)existences? To this end, the study engages in dialogue with six participants – Giorgia Prates, Toni Reis, Nick Nagari, Pedro Jorge, Alícia Kruger, and Amiel Vieira – who share (super)powerful memories analyzed from an intersectional perspective within the (po)ethical-theoretical-methodological movement of Baitolagem. Grounded in (de)colonial, (trans)feminist, ethnic-racial, and Childhood Sociology theories, the study highlights experiences marked by processes of racialization, gendering, sexualization, and (a)normalization of bodies and affects, anchored in adultcentrism, as well as the ways in which participants challenged presumed (colonial) norms through verbal, symbolic, and disobedient queer flamboyances.
Keywords: Childhood. Gender. Intersectionality.Downloads
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