Nowadays in Social Sciences – in Portugal, in Europe and around worldwide – there are larger amount; visibility and legitimacy around LGBT (lesbian, gay, bisexual and transgender) studies. On educational field occurs highlight those that focus on the issue of homophobia and heteronormativity in school – empirical studies or theoretical perspectives – oriented, usually, for problematics around political dimensions interseccionalized such as gender, citizenship and rights, inclusion and exclusion, identity and difference, justice and inequality, among others. The homophobic bullying at school, for example, has become a phenomenon whose concern in the development of policies towards its prevention and/or elimination has been manifested and operated by several European associations (cf. Takács, 2006; UNESCO, 2012). The LGBT rights are being increasingly recognized as a common form of citizenship (Carneiro & Menezes, 2007).

Despite this background of increased visibility, there is little time and space in the academia dedicated to reflections and discussions on epistemic, methodological and ethical options taken in such studies which is regrettable, especially if that studies were based on qualitative methodologies. If those studies are focused on results and subsequent proposals for action, it is clear that such questionings have been seen as inopportune noise. This suspicion is greater if we consider a reflection on the positioning of the researchers and their interests (desires), doubts (questions) and intrigues (tensions). Although it is been known that there is no neutrality in contemporary science (Haraway, 1989), the LGBT studies tend to suffer from the fact that they has been considered as more "ideological" (Browne & Nash, 2010). As Filax explains,

“Research about queer youth is relatively plentiful, yet it is ignored in mainstream youth studies because sexual minority youth are not countenanced and because those who research this area are often queer themselves and, consequently, are dismissed as biased.” (Filax, 2006: 68).

The interseccionality between science and sex continues to be seen as "merely cultural" (Butler, 1997), not deserving neither credibility nor priority treatment. Given the ghosts that gravitate around the intersections between youth, sex and education – such as child sexual abuse and/or sexual harassment of young people (Renold, 2002; Allen, 2011) – , there are some difficulties in the approach of certain thematics of greater susceptibility as bullying or sexuality (and, in particular homosexuality even in a context of homoparental possibilities). But it is this difficulty which justifies the interest in focusing on epistemological, methodological and ethical reflections of qualitative research for a healthy development of the research, of the intervention and professionalism in education, especially if there is a concern with the inclusion of groups in structural situation of greater vulnerability: if there is an interest in promoting inclusive practices in education the research itself must happen under perpetual critical vigilance (Silva, 2004).

This paper seeks to bring to the discussion some epistemic, methodological and ethical considerations which were on the basis of a survey of young students about homophobic bullying and may be useful for the design and implementation of other ongoing research in order to generate a wider debate. This research is titled as "queer" not only to focus on LGBT issues but for possessing this deconstruction of its own premises. "Queer research" here must be read as “any form of research positioned within conceptual frameworks that highlight the instability of taken-for-granted meanings and resulting power relations.” (Browne & Nash, 2010: 4). Initially, we seek to explain the research (its problems, its object, its objectives, the methodological approach and results). In a second phase, it is intended to elucidate some reflections that emerged in the course – initial, during and after – the research.

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