Are you married teacher? Enunciative strategies on how to bring someone out of the closet

Abstract

In the present article we intend to examine both verbal and ideological behavior of learners/users of English language with regard to the sexual identities in the language classroom. Through an autoethnographic perspective, procedure based on enunciative notes in the target-language, we will aditionally deal with the intercultural constituent in the recognition of, and respect for differences in the classroom. For the accomplishment of this work we based ourselves on the gender theories and performativity (BUTLER, 2007), the queer theories (NELSON, 2006; NEPOMUCENO, 2009), the considerations about identity and post-modernity (MOITA LOPES, 2002; HALL, 2005) as well as on the intercultural engagement (FLEURI, 2001; FIGUEIREDO NETO, 2014). The research findings point to the urgency of a pedagogical agenda which manage to empower the queer sexualities and promote, through a linguistic perspective, the respect to all queernesses in the language classroom.