Peripheral bodies in history teaching

where are LGBTQIA+ people?

Abstract

This article presents a reflection on the denial of the peripheral presence of the LGBTQIA+ population in History teaching. Discusses notions of periphery and centrality, highlighting the teaching of History from individuals and dissident groups as a political position to combat and dilute Eurocentric and dualist views that disregard the registration and recognition of a peripheral and marginalized history, in the name of a cisheteronormative universality. In this text, the periphery is understood as a place of agency, position and political movement of groups to occupy spaces, break silences and build identities. As a brief example of the importance of teaching that takes into account LGBTQIA+ peripheral bodies, I narrate an experience with basic education students at a public school in the city of Alfenas, in the interior of Minas Gerais, in which we discussed the day to combat LGBTphobia.