Sexo-generic diversity has recently become a topic that is slowly gaining relevance for teaching at all educational levels. This article discusses how different forms of gender expression in educational bodies can contribute to the production of new social meanings if these meanings are articulated from a critical, conscious, and positional point of view. Our proposal is based on an approach to this social reality from an embodied perspective, that is, from the knowledge generated from the experience of the authors through self-observation and the awareness that bodies inscribe social representations. To show this, we use dialogue as a form of queer methodology in order to give value to subjective and situated experiences. The proposed discussion focuses on three key areas: (i) the position of the teacher in relation to sexo-generic diversity, (ii) the power relations that articulate everyday life in the classroom and (iii) the challenges of implementing new queer methodologies.
