TIA, VOCÊ É HOMEM? Trans da/na educação: Des(a)fiando e ocupando os"cistemas" de Pós-Graduação

• Autor(a) principal: York, Sara Wagner
• Data de Publicação: 2020
• 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/1/16716
• topic: Travesti in/of/from education; Trans/Travesti Quotas; Identity and Difference; Travesti na/da educação; Cotas Trans/Travestis; Identidade e Diferença; CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO

The present work discusses the impact of access and permanence of trans and travesti people in the postgraduate programs strictu sensu, in the institutions of public higher education (IES) in Brasil, using the so-called trans/travesti quotas. In order to compose the descriptive critical deconstructionist study, there was the insertion of a theoretical framework that links narratives of life, construction of memory and interview with two protagonists, who responded to the question: "How did someone, whose identity group is marked by 99.98% of educational exclusion, succeed in going so far in education?”. The insertion of (my) experiences, to understand the distances and approaches between the educational field and a travesti body, was fundamental to cartograph the social life of the body trans/travesti in the flows of this access to post-graduation. Another issue raised was the conditions of possibility of access and permanence of trans people in the university, challenging the boundaries of the policy of quotas. The effects of our presence in public spaces, the school among them, generate a concentration that produces and flirts with various pedagogies and aesthetics of existence. Once in the field of post-graduation, I point out vestiges in which trans/travesti bodies, immersed in processes of subjectivation, produce confrontations in/with the lethal difference. The basic educational rights still debatable or denied negotiate new ethical/aesthetic-epistemological horizons in teaching and research, aiming at insertion for the constitution of a democratic, secular, public, feminist and (trans/travesti)epistemologically assertive education