"NOT RECOMMENDED TO SOCIETY": emotional education and experiences LGBTQIA+ in school

The objective of this research is to problematize emotional education in relation to the schooling experiences of LGBTQIA+ people and their coping strategies, including the processes of violence in school. This is a qualitative research of the narrative type, in which the stories of five people who were marked as dissident bodies by the pedagogies applied to them during their school trajectories were collected. We identified three macrocategories that synthesize the forms of pedagogies exercised on the participants in the school space, with the intention of disciplining their deviant emotions: the pedagogy of silence, the pedagogy of fear and the pedagogy of violence. We pointed out that those who did not fit into cis-heteronormativity had their bodies stigmatized in a negative way, thus creating a peculiar way of constituting themselves as LGBTQIA+ in the pedagogical spaces. In addition, we discussed how emotional education can be a tool to promote diversity, inclusion and respect for differences in the educational context.