School escrevivências: inequalities and trajectories of trans people in high school in Pará

Abstract

This work aims to understand how institutional, interactional, and symbolic mechanisms contribute to the production of school inequalities experienced by trans individuals, whose narratives reveal situations of violence, discrimination, and cisnormativity in the school environment. Thus, the research question asks: in what ways do the school experiences of trans people highlight mechanisms that produce inequalities in high school, and what impacts do these experiences have on their educational paths? To do this, the methodology is a qualitative micro-sociological study with content analysis of autobiographies produced through open semi-structured interviews. The research participants are transgender people from Pará, and the sample is characterized as non-probabilistic using the Snowball sampling technique. Additionally, it follows the ethical parameters for research involving human participation. From the autobiographical records, it is concluded that transgender people face multiple inequalities throughout their high school journey, which affect their attendance, performance, and school achievements, shaping their expectations for the future.

Keywords: Escrevivências, School, Inequalities, Transgenders, Autobiography.