Creative Autoethnography of an LGBT Artist Teacher

This paper presents an analysis of the creative possibilities offered to teachers when they openly discuss sexual and gender identity issues in their classrooms. The research is conducted through autoethnography, a branch of ethnography that uses personal narratives to create life stories, providing clear emotional and experiential involvement on behalf of the researcher. The methodology is a hybrid and qualitative approach, considering autoethnography as an initial premise and also incorporating Arts-Based Research. The study explores what possibilities arts training offers future primary school teachers, adopting an inclusive stance and addressing issues of sexual and gender diversity to understand and disseminate non-normative identities. The concept of visual dissidence is introduced through the overcoming of prejudices and taboos, taking into account the social, cultural, and political progress fostered by the struggle for LGBT rights. The analysis includes the work of international artists featured in the online museum Museari, showcasing pieces that explore dissident themes. The exhibition reviews some of the artist's works throughout his career and includes examples from other Museari artists. The artist's educational work is carefully considered, as he uses innovative themes such as the body, fear, death, violence, and the disobedient use of digital devices.