Minha vida daria um filme?: geografias de vida em territórios de corpos, gêneros e sexualidades

Abstract

The presente work is linked to (auto) biographical reasearch in a post-critical perspective and takes as its object the connections between bodies, genders and sexualities in the initial formation of science teachers. The research question that mobilized my writing was: “What are the images that teachers of Science in formation have about bodies, genders and sexuality?”. In order to answer this, I formulated as an objective analyzing the images of future Science teachers about bodies, genders and sexualities through their life stories. Working methodologically with elements of cartography, I connect the triad body-sex-sexualities with life stories of future Science teachers through the cinema curriculum. The results of this research showed themselves multiples and multifacetad, not restricted to the analysis of the narratives of the teachers, but also including: the composition of a fictitious-scientific way of experimenting with life, inspired by works of science fiction and in my encounter with the cartographic method elaborated by Deleuze and Guattari; the creation of conceptual characters (The Wizard, The Great Lady and The Great Writer); and the sketch of a map of geographies of life, a notion that begins to understand the memories as territories to be explored and attempts to relativize the potentially testementary character of the autobiographical accounts. As for the results of the narratives of the teachers in formation, I was able to infer what the images evokes by them can provide in terms of their future pedagogical practices regarding the said triad. Thusm in addition to the blatant norms in the voices of some of these subjects, I was able to pick up possibilities of welcoming this triad and the lines of escape, bursting into the geographies of life mapped. I conclude that there are flaws in the images of future Science teachers, wheteher in bodies and/or sexuality, but that these subjects trigger the cinema curriculum so that the lights of the seventh art go through the cracks of the curricula of teachers in formation and their speeches. As for the possibility that their lives may be subject to scripted writing, such subjects, in answering whether their lives would give a film, have shown that it is possible to bring to (auto) biographical research the possibility of reconfiguring what has been lived through an aesthetic that brings our memories to works of art, blurring the boundaries between reality and fiction.