In this article, we look at educational forms from the point of view of queer theory. We understand educational forms as techno-scientific practices in the sense defined by Donna Haraway (1997, Modest_Witness@Second_Millennium. FemaleMan_Meets_OncoMouse. Routledge). We contemplate the eminently subjugating nature of educational institutions in industrial and post-industrial societies. Our work is based on the introduction of queer theory into the social sciences and its influence on pedagogy, promoting the avoidance of normalising and exclusive subjectivities. We propose a use and understanding of queer that goes beyond the strictly sexual, in order to go as deeply as possible into a critique of bodily abnormality as a form of construction and remission. We also analyse the role that technology plays in building normality and/or making subversions possible, as well as its consequences for bodies and subjectivities in our modernised society.

中文翻译：

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技术与酷儿教育：颠覆与教育抵制

在这篇文章中，我们从酷儿理论的角度来看教育形式。我们将教育形式理解为 Donna Haraway (1997, Modest_Witness@Second_Millennium.FemaleMan_Meets_OncoMouse.Routledge) 定义的意义上的技术科学实践。我们考虑了工业和后工业社会中教育机构的显着征服性质。我们的工作基于将酷儿理论引入社会科学及其对教学法的影响，促进避免规范化和排他性的主观性。我们提出了一种超越严格性的对酷儿的使用和理解，以便尽可能深入地批判身体异常作为一种构建和缓解的形式。