Brazilian Trans Teachers in Their Schooling Process

Detalhes bibliográficos
Autor(a) principal: Franco, Neil
Data de Publicação: 2015
Outros Autores: Cicillini, Graça Aparecida
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Estudos Feministas
Texto Completo: https://periodicos.ufsc.br/index.php/ref/article/view/38860
Resumo: This article contextualizes the trajectory and the obstacles faced by Brazilian trans teachers during their process of schooling and insertion in teaching. Their reports, analyzed by post-critical theories, mostly the queer theory, elucidate their school lives through processes of constant resistance and struggle since Basic Education, passing through Superior Education and remaining in teaching. In this sense, the speech of these teachers allows the emersion of “signs of fissures in heteronormativity”, confirming that, despite its hegemonic role as a reproductive and maintainer of gender and sexuality norms, the school is one of the possible spaces to the effectiveness of one’s right to constitute him/herself as a human.
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spelling Brazilian Trans Teachers in Their Schooling ProcessProfessoras trans brasileiras em seu processo de escolarizaçãoThis article contextualizes the trajectory and the obstacles faced by Brazilian trans teachers during their process of schooling and insertion in teaching. Their reports, analyzed by post-critical theories, mostly the queer theory, elucidate their school lives through processes of constant resistance and struggle since Basic Education, passing through Superior Education and remaining in teaching. In this sense, the speech of these teachers allows the emersion of “signs of fissures in heteronormativity”, confirming that, despite its hegemonic role as a reproductive and maintainer of gender and sexuality norms, the school is one of the possible spaces to the effectiveness of one’s right to constitute him/herself as a human.Este artigo contextualiza os caminhos percorridos e os obstáculos enfrentados por professoras trans brasileiras durante seu processo de escolarização e inserção na docência. Seus relatos, analisados à luz das teorias pós-críticas, sobretudo a teoria queer, elucidaram suas vidas escolares emaranhadas por processos de resistências e enfrentamentos constantes desde a educação básica, passando pela educação superior e mantendo-se na atuação docente. Nesse sentido, o discurso dessas professoras possibilitou a emersão de “sinais de fissuras na heteronormatividade”, confirmando que, apesar de seu papel hegemônico como reprodutora e mantenedora das normas de gênero e de sexualidades, a escola é num dos espaços possíveis para a efetivação do direito de constituir-se como humano.Universidade Federal de Santa Catarina2015-05-26info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/ref/article/view/3886010.1590/%xRevista Estudos Feministas; Vol. 23 No. 2 (2015); 325-346Revista Estudos Feministas; Vol. 23 Núm. 2 (2015); 325-346Revista Estudos Feministas; v. 23 n. 2 (2015); 325-3461806-95840104-026Xreponame:Revista Estudos Feministasinstname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/ref/article/view/38860/29341Copyright (c) 2018 Revista Estudos Feministasinfo:eu-repo/semantics/openAccessFranco, NeilCicillini, Graça Aparecida2018-08-14T15:49:46Zoai:periodicos.ufsc.br:article/38860Revistahttps://periodicos.ufsc.br/index.php/ref/indexPUBhttps://periodicos.ufsc.br/index.php/ref/oai||ref@cfh.ufsc.br1806-95840104-026Xopendoar:2022-11-21T11:38:25.440889Revista Estudos Feministas - Universidade Federal de Santa Catarina (UFSC)true
dc.title.none.fl_str_mv Brazilian Trans Teachers in Their Schooling Process
Professoras trans brasileiras em seu processo de escolarização
title Brazilian Trans Teachers in Their Schooling Process
spellingShingle Brazilian Trans Teachers in Their Schooling Process
Franco, Neil
title_short Brazilian Trans Teachers in Their Schooling Process
title_full Brazilian Trans Teachers in Their Schooling Process
title_fullStr Brazilian Trans Teachers in Their Schooling Process
title_full_unstemmed Brazilian Trans Teachers in Their Schooling Process
title_sort Brazilian Trans Teachers in Their Schooling Process
author Franco, Neil
author_facet Franco, Neil
Cicillini, Graça Aparecida
author_role author
author2 Cicillini, Graça Aparecida
author2_role author
dc.contributor.author.fl_str_mv Franco, Neil
Cicillini, Graça Aparecida
description This article contextualizes the trajectory and the obstacles faced by Brazilian trans teachers during their process of schooling and insertion in teaching. Their reports, analyzed by post-critical theories, mostly the queer theory, elucidate their school lives through processes of constant resistance and struggle since Basic Education, passing through Superior Education and remaining in teaching. In this sense, the speech of these teachers allows the emersion of “signs of fissures in heteronormativity”, confirming that, despite its hegemonic role as a reproductive and maintainer of gender and sexuality norms, the school is one of the possible spaces to the effectiveness of one’s right to constitute him/herself as a human.
publishDate 2015
dc.date.none.fl_str_mv 2015-05-26
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufsc.br/index.php/ref/article/view/38860
10.1590/%x
url https://periodicos.ufsc.br/index.php/ref/article/view/38860
identifier_str_mv 10.1590/%x
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufsc.br/index.php/ref/article/view/38860/29341
dc.rights.driver.fl_str_mv Copyright (c) 2018 Revista Estudos Feministas
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Revista Estudos Feministas
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Santa Catarina
publisher.none.fl_str_mv Universidade Federal de Santa Catarina
dc.source.none.fl_str_mv Revista Estudos Feministas; Vol. 23 No. 2 (2015); 325-346
Revista Estudos Feministas; Vol. 23 Núm. 2 (2015); 325-346
Revista Estudos Feministas; v. 23 n. 2 (2015); 325-346
1806-9584
0104-026X
reponame:Revista Estudos Feministas
instname:Universidade Federal de Santa Catarina (UFSC)
instacron:UFSC
instname_str Universidade Federal de Santa Catarina (UFSC)
instacron_str UFSC
institution UFSC
reponame_str Revista Estudos Feministas
collection Revista Estudos Feministas
repository.name.fl_str_mv Revista Estudos Feministas - Universidade Federal de Santa Catarina (UFSC)
repository.mail.fl_str_mv ||ref@cfh.ufsc.br
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