Pessoas Trans na educação básica no Sul do Estado do Rio de Janeiro

Abstract

Does the presence of trans students at school trigger processes of maintenance and/or rupture of the pattern of heteronormativity and transphobia prevailing in society as a whole, and especially in educational institutions? This was the MAIN question of this research, which aimed to contextualize the school experiences of transgender people in Basic Education in the Southern Region of Rio de Janeiro, specifically in the cities of Rio das Flôres and Valença; in order to identify how these subjects understand school and believe to be perceived by the school institution. Along the same path, we aimed to understand the reflection of the treatment offered by school with regard to success and failure of trans students. The theoretical basis for this research is in the field of post-critical Theories in Education, especially the Queer Theory, together with aspects Discourse Analysis; theories, that allow us to think of sexualities and gender as socio-historical constructions, never a priori determined and always in constant motion; which occur mainly through discursive practices. As a methodology, we chose to correlate bibliographic and documentary sources, and the use of a questionnaire and an interview with part of the participantes, which were analyzed through Discourse Analysis. Twelve students from the cities of Valença and Rio das Flôres (RJ) participated in this research, Those are pupils who call themselves and understand themselves as trans people. The participants answered a questionnaire sent by email or delivered by hand. The reports captured by the questionnaires and interviews show a high rate of failure and dropout, especially in high school, resulting from the way the school and its agents receive and treat trans people, constituting a series of technologies that seek to "adapt" bodies and forms of being to the cis/heterosexual norm. In addition, speeches that position these people within the scope of abjection and "non-place" were captured. There were no reports of protagonism of these students, but there were some (few) demonstrations of respect and understanding by colleagues and school staff. Finally, it is necessary to state the important number of trans men involved in this study, a fact that is not repeated in most researches in the area and the significant contribution that this fact brings to greater reflections on the production of (trans) masculinities as non-hegemonic forms of being in the world.