In this paper we will reflect upon the interpellations which dislocated corporealities from ostensive heteronormativity perform in relation to educational institutions, opening possibilities to stretch and overflow epistemological limits and to enable pedagogical and political actions inside them. These speculations are grounded on queer and postcolonial epistemological political feminist perspectives, linked with and amongst our practices in feminist activism, in addition to our work in the field of teacher training in institutions of public education. This paper consists of three parts. In the first one, configured as a brief genealogy, we focus on the contributions of radical feminism, since we are nourished by them in order to politicize our gaze of the world and of their relationships. In this section, we do not avoid mentioning some critical remarks that this feminist perspective deserves. In the second part, we bring up some lines of thought formulated in an extension project entitled Concerning anti-discriminatory, non-androcentric, non-sexist, non-heterosexist public education. This extension project is itself part of the research project Approaches to the study of sex-gender movements in Argentina and of some institutional interventions developed at the National University of Comahue and the Institute of Teacher Education n. 12 of Neuquén. Finally, in the last and third section we propose some critical questions oriented by our steady intention of exploding the fictional boundaries of heteronormativity in classrooms towards "another" pedagogy, that is, a transgressive pedagogy, like Deborah Britzman says.
feminism; heteronormativity; corporealities; teacher education; another pedagogy