Abstract
This chapter explores the relationship between talk about gender and sexuality in school literacy practices and the development of intersubjective experiences in educational contexts. It reflects on educational challenges in Brazil’s present social fascist timespace conjuncture, calling into question “modern” regimes of truth and certainties, among which lie essentialist conceptions of language and subjectivity. The chapter is theoretical in purpose as it rethinks traditional notions of language, literacy, gender, and sexuality in the light of performative theories. However, in spite of its theoretical ambition, it investigates the meaning-effects produced by educational undertakings attempting to queer views of language, gender, and sexuality. It draws on data generated in an interventionist ethnographic classroom research study, involving a teacher, her students, and their communicative actions on an educational blog. The analysis of these digital encounters pay close attention to the iterability of a modern-colonial chronotope and to the possibilities to queer it.
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Notes
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“Poorese” [pobrês, in Portuguese] is a word we recently heard in a video with José Coluassono Neto, who works for Goldmann, a finance market company in Brazil (https://www.youtube.com/watch?v=mktKNrkz7kk, accessed 09.09.2018). He argues that a particular right-wing politician needs to speak ‘poorese’ [pobrês] to reach the big poor crowds and get voted in. The claim for the use of ‘poorese’ is a sociopolitical strategy that linguistically excludes those who do not share the contemporary globalized rentist discourses, implying as such the ungrounded view that people are proficient in all discourse domains.
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Only in 2018, for example, did the ban on homosexuality established by the Victorian British colonizers in India in the 1860s came to an end (http://www.latimes.com/world/la-fg-anti-gay-laws-2018-story.html, accessed 09.09. 2018). This law however still regulates sexual desire in many other ex-British colonies.
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Fabricio, B.F., Moita-Lopes, L.P. (2021). Queering Timespace in Educational Literacy Practices in Socially Fascist Brazil: An Interventionist-Performative Approach. In: Pakuła, Ł. (eds) Linguistic Perspectives on Sexuality in Education. Palgrave Studies in Language, Gender and Sexuality. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-64030-9_9
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