This article presents some results of a retrospective phenomenological research carried out on the island Gran Canaria-Spain with individuals who identified themselves as part of the LGTB community. The stated objective was to discover the definitions that build their processes clamping strength and visibility in school contexts. The investigation used as in-depth interview technique was applied to 26 participants who narrated their way through educational settings. From a past-present stories that reveal the meanings and strategies put into play subjects whose uniqueness is questioned, punished and excluded from the educational social space are constructed, appreciating secondary education as a less constrained than the primary stage, wherein the plurality is present, the possibility of granting practices of resistance and sabotage subjects.

Sexual diversity, Resistance, Identity, Education.