Gender and life stories and education of LGBTQIAPN + students: representations in the light of discursive semiotics
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Abstract
This study aimed to reflect on narratives of LGBTQIAPN+ academics from UFT—Universidade Federal do Tocantins (Brazil)—regarding their experiences of inclusion/exclusion throughout their educational journeys. We believe that comprehending their life and educational narratives will contribute to greater visibility and understanding regarding the treatment/respect/acceptance concerning the hostilities they have faced. Adopting an interdisciplinary perspective, we drew upon studies encompassing memory, gender and identity relations, as well as semiotics, particularly sociosemiotics, as theoretical frameworks for analyzing the narratives. Through this endeavor, we discerned that prioritizing education is imperative, as it holds the promise of fostering more progressive days in dimensions that liberate human consciousness. Therefore, education has the potential to cultivate more humanistic tensions, coupled with political and cultural content that better contextualize individuals within their diverse life experiences.
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