Queer Leadership and Identity in an Art Exhibition in the City of Rio de Janeiro

Objective: The objective of this study is to investigate how queer individuals working in art education conceive their work reality in relation to leadership through their own discursive-narrative constructions. Theoretical Framework: The theoretical-conceptual contributions guiding the interface between leadership and queer theory are presented, based on emerging relational dynamics (relational queer becoming) as a producer of organizational direction, queer leadership, and professional identity meanings, providing a solid foundation for understanding the context of the investigation. Method: The methodology adopted for this research involves Narrative Analysis. Data generation was conducted through interviews with twelve art educators, identifying three key moments for analyzing the narratives produced in the field: 1) Beginning of the journey: from the invitation to work to the composition of the group of art educators, 2) Experience of educational work, and 3) Looking to the future (and the past) of the journey. Results and Discussion: The results affirm the existence of a relational leadership illuminated by queer theory (queer leadership) produced by the art educators in their everyday work interactions, shedding light on practices that are often denied, neglected, or deemed nonexistent by traditional leadership. Research Implications: The practical and theoretical implications of this research are discussed, providing contributions to the understanding of queer leadership and the importance of positions, stances, and, especially, professional identities that emphasize the capacity to act in the face of coercive social forces, sustaining this direction under the influence of gender matrix regulations in the workplace. Originality/Value: This study contributes to the literature by proposing a theoretical-methodological reconciliation through a narrative analysis that challenges fixed identity categories, aiming to affirm the existence and enhance the understanding of leadership produced by art educators.