(Tr)ancestral and counter-colonial education – a dialogue between two trans teaching bodies

Abstract

This paper starts at the dialogue between two trans bodies that occupy different spaces at São Paulo educational system, between the perspective of those who teach elementary and college level education. Regarding our gathering, there are two urgencies: the need to both recognize and know transancestries in our history, and the debate gap on the gender and sexualities at teacher’s formation grounds. The methodology used to inspire this production is called by bell hooks collaboration dialogue, a tool that is present at their text “Building a teaching commmunity” (1994). The focus of this methodology is establishing a dialogue between two teachers aiming to transform it into useful interventions, able to cross the borders and barriers that are imposed by race, gender, sexuality, etc. From this dialogue and debate between two trans educator bodies, their statements and propositions will turn into analysis material in order to bend frontiers that stop gender and sexuality issues to triumph on education, making this space a challenge, growth and dialetic exchange. Main results point to a dialogic practice that must be implemented at school spaces in order to shift gender and sexuality issues from deletion to visibility and depth. This exchange provides educators and students with self-recognition and the creation of a new curriculum from a counter-colonial and transcestral perspective.