Under the light of macumba's espistemologies, this master theses aims at establishing a dialog between the lesbian doctrine, the queer theory, and Foucaultian studies on education to assess how the institutional space of higher education influenced the identification processes of six lesbian students. In each history, it is possible to identify how lesbianism is lived and negotiated, reconstructed, reframed, and claimed. The university institution is complexified, allowing for the recognition of multiple coexisting networks and social spaces within, and of different -even antagonistic -roles that the academic environment may play in the students' subjectivation processes. Lesbian non-binary perspectives, a recently emerged topic in Brazil, imposed itself as an unforeseen limitation to this study, but also as a powerful line of flight from the circumscription of lesbianity to the medicalized, homonormative concept of sexual orientation. Therefore, I suggest that approaching lesbian existence from a non-binary perspective would provide powerful tools to handle identity borders and apprehending the multiple processes of belonging, acceptance, reformulation, controversy and politicization around lesbian identification in the academic environment.