ANALYSIS OF SCHOOL EXPERIENCES OF TRANS PEOPLE IN THE CONTEXT OF BASIC EDUCATION

Abstract

This article aimed to analyze the experiences of transgender people as they manifest in the daily life of Brazilian schools. In this regard, it discusses not only the school experiences of transgender students and teachers but also intersecctionalities, such as trans childhood and adolescence, the everyday transmisogyny of school gender norms and their emotional consequences, and the impact of transphobic violence on the professional practice of transsexual and travesti educators. It is based on transfeminist studies and decolonial theory. Its methodology consists of an integrative literature review, with searches in the CAPES periodicals portal, resulting in the selection of fifteen articles. It was understood that discrimination against gender-sexuality dissidents is a harsh reality in schools, functioning as a biopolitical mechanism, grounded in cisheteronormativity, for control and exclusion, leading trans students to suffering and school dropout. Furthermore, transgender teachers who build their careers in education, breaking the stereotype of the trans woman who lives from prostitution or solely through it, are often persecuted by a social and educational system complicit in harassment and transphobic exclusion. However, the agency of trans people is highlighted, with numerous accounts of resistance and (re)invention in the face of violence. It is understood that it is the duty of educational institutions to create an environment of respect and support, reducing the dropout rate of trans people, promoting safe work environments for trans teachers, and the necessary construction and promulgation of knowledge rooted in gender and sexuality dissidences.