Black heterotopias in teachers’ discursivity

body, power and resistance

Abstract

This work aims to analyze the meanings of black heterotopias in schools based on a series of formulations extracted from interviews with school’s teachers. Foucauldian studies comprehend the theoretical sources visited for the development of the research, especially the concept of heterotopia, or other sites, given the understanding that it leads to subjectivation of hegemonic spaces recreated from micro-struggles of subjects who have had their subjectivities denied. Considering schools as places of struggle, the analyses verify the crossings in the teachers’ discursivities, in which the discursive positions of students also emerge in reference to types of knowledge that are denied in the school environment. On the other hand, the analyses also show the heterotopias of recreating practices of freedom that indicate the possibility of schools accommodating discursivities that otherwise would only touch the outskirts of the school curriculum.