Discursive practices on the homoeroticism and teaching are objects of desire in this Thesis produced from the work with teaching narratives. By adopting an onslaught in subversive and discursive games that go off the centers and populate peripheries in epistemological production, it aims at looking into teaching and difference, and seek narratives production of the homoerotic performativity in higher education experience. On the trail of this intent, tracks led to poststructuralism as theory of difference in search of compositions in transmutation and led to the production of a scripture that occurs in a conjunction that considers its epistemological fragmentation, inconstancy, slippage and challenges architected while oriented discursive apprenticeships, and sometimes disoriented by Deleuzian and Foucauldian understandings. In the creepages of these guidelines is invested in a multiplier scripture cartographic experience of events in intense games of procedural ages and trials to produce a poetic writing with inventions, stories, poems, musings, and ramblings. The study goes through the understanding of homoerotic experience in teaching while place of abjection, virtualized and upgraded in a continuum problematization and replacements, finds and creations. The homoerotic experience in teaching, therefore, operates as a mobile space, provocative, disturbing, unstable and bordering, crossed by discursive practices that impart governance, performativity and trouble-shooting, however, place from which emerges the dissent possibility. So when contradiction of meaning falls in teaching experience, the performances are displaced and will operate productively forging boundaries subject, between/through, across, two symbolic places – homoeroticism and teaching.
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