Cidadanias precárias: sujeitos trans e educação

Abstract

This research addresses the theme of transvestites and transexualities in the field of education and the induced processes of precariousness of life present in this relationship, as well as the possibilities of resistance. The main goal is to analyze how (auto) biographical narratives and trajectories of trans subjects are built in the context of education, with a certain focus in the field of higher education. The problematic field tries to question how the (auto) biographical narratives and the trajectories of trans people present themselves as devices capable of questioning formation processes, especially in the context of higher education? As a subquestion, we sought to know how the life trajectories of transvestite and transsexual subjects are narrated, in the interface with education policies? The theoretical references that support this work are those of queer theory and those concerning (auto) biographical narratives. The method used is the narrative research of (auto)biographical nature and the process of data production occurs through narrative interview. The analysis methodology is inspired by Schütze’s narrative analysis and is guided by the clues of narrative and (auto) biographical research. The process of analysis uses the three-dimensional space of the research, composed by the dimensions of time (when), place (where) and the personal-social dimension that considers the imbrication between those two elements. The results show three axes that are interconnected: educational trajectories, uninhabitable spaces and survival strategies. In the first, the experiences of prejudice and discrimination by transgender subjects at school and also at university are discussed. Also noteworthy are the narratives of struggle and resistance that arise due to the injustices suffered in those contexts. In the second axis, the impediments to the right to use the name in educational spaces are observed, as well as the restrictions on the possibility of appearing, which are elements arising from cisnormative processes and, therefore, questioned. In the last axis, the theme of uninhabitable of certain spaces, such as bathrooms, classrooms, internship practice place is worked. It was noticed that the possibility of inhabiting a certain space or not depends on the recognition conditions to which the trans subjects are subjected.In the final considerations, it was observed that the recognition of places of vulnerability may be a way to produce another type of narrative in education: cohabiting narratives. In this context, the reflection emerges on what trans subjects can teach Education and how it is possible to take the potentiality of such processes.