Autoethnography in education research

Abstract

This text is born from an autoethnographic reflection on the academic trajectory and experiences of a gay researcher in higher education, discussing the challenges imposed by heteronormativity and LGBTphobia in the university. Starting from the silent and marginalized place where lived experiences and narratives are exiled by heteronormativity and positivist methods of doing science, autoethnography, as an alternative route, is used as a methodological tool to integrate subjectivity and critical analysis, breaking with positivist paradigms and valuing individual experiences as sources of scientific knowledge. Based on the approaches of Ellis et al. (2015), Lopez-Cano and Opazo (2014), McLaurin (2003) and Oliveira Neto (2022), the text explores memory, self-observation and self-reflection as research strategies. The research demonstrates how autoethnography enables academic resistance and expands spaces for dissident narratives, promoting a more inclusive production of knowledge. Thus, it is concluded that this methodology contributes to the understanding of the dynamics of exclusion and belonging at the university, reinforcing the need for more welcoming academic environments for LGBTQIAPN+ identities.