Docências TRANS em evidência: entre TRANSições, TRANSfobias e práticas pedagógicas TRANSformadoras

• Autor(a) principal: Pereira, Ernane Alexandre
• Data de Publicação: 2020
• Outros Autores: [e-mail]
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/17192
• topic: Teachers; Transvestites; Professoras; Travestis; Transexuais; Gênero; Professoras transexuais; CIENCIAS HUMANAS::EDUCACAO

This dissertation aims to investigate how transsexual teachers were constituting their teaching performance in articulation with their identity constitutions based on how they became teachers, how they experience their teaching in school spaces and how they faced or still face the tensions, prejudices and other violence at school. The text is based on the concepts of transsexuality, gender and norms of gender, sexuality and heteronormativity. The driving question for this research was the following: When trans people start to dispute the space of the school as teachers, what speeches circulate and confront about the access and permanence (or not) of these teachers? Based on the knowledge of the trajectories of these teachers, we seek to reflect on the possibilities of pedagogical practice that unleash anti-sexist and anti-LGBT experiences in the context of the school. We also sought to investigate violence, dilemmas and challenges for teaching practice, knowing the nuances that involve the presence of trans teachers in the school environment. Initially, a survey was carried out in the CAPES Catalog of Theses and Dissertations to identify productions about works involving teaching, transvestites and transsexualities with the cut in the area of 'education'. It was possible to find 74 works between dissertations and theses in the last 15 years. In turn, we will not risk saying whether we consider a reasonable or good number of research in education. I believe that the key would be to encourage these productions in the spaces of universities on a larger scale, in all states making society recognize and legitimize the LGBTQI+ population, we know that there is still a real prejudice on the part of our population. There were also found works done by trans teachers. Conversations were also held with 04 "trans" teachers, which took place via digital platforms and using mobile messaging applications. Several attempts at resistance and [re]existence were observed in the works produced, in addition to compensation strategies in the face of discrimination, such as being the best teacher in the face of regulations. When reflecting on the formative narratives of transsexual teachers in education, it is necessary to dissolve preconceived ideas about body, identity, orientation, gender and sexuality, so that we may not need to evaluate the bodies, genders and sexualities of transsexual people, but learn from them.