Relevant Aspects in the Construction of Teacher Identity of LGBTI+ Educators in Minas Gerais, Brazil

Abstract

The notion of identity, according to the historical-cultural perspective described by Vygotsky (1984) and Silva (2009), is inherently constituted through the individual’s interactions with the environment. The school presents itself as a frequent stage for violence directed at the LGBTI+ population, even though, normatively, it is responsible for upholding respect for sexual and gender diversity. Thus, the construction of the teaching identity of LGBTI+ teachers may be directly shaped by elements that do not affect other professionals in the same position. In this sense, the present study aims to discuss factors that influence the constrtuction of the teaching identity of self-declared LGBTI+ teachers in Uberaba, in order to understand how these factors impact such construction. Seven interviews were conducted with Basic Education teachers, based on the Life History methodology. The data produced were analyzed through thematic Content Analysis. Factors related to human, sexual, and educational development were identified, such as family configuration, family ideological position, school experiences as a student, and religious belief. Factors related to teachers’ perceptions of school and teaching practice were also identified, such as the perception of conservatism in the schools where they work, experiences of violence directed at the LGBTI+ population in school, the devaluation of the teaching profession, and gender social roles. Finally, factors arising from interpersonal relationships at school were highlighted, such as relationships with peers, their openness to issues related to sexual and gender diversity in school, students’ reception of these topics, and relationships with caregivers