O que reflete o espelho da escola para estudantes Trans?: estratégias de afirmação das transgeneridades na educação profissional e tecnológica

Abstract

Cisgenderity is a concept developed by Trans people to demarcate cisgender identities, those that derive from the binary model of sex-gender: male-penis, female-vagina. In a world based on cisgender logic, it is important to produce trans-inclusive knowledge, since in 2023 Brazil was ranked, for the 15th time in a row, as the country that kills the most non-cis people. In this context, the school is a place where various transphobias occur, as well as an environment for raising awareness of these issues. In this sense, the object of this study is the affirmation strategies of Trans people in Professional and Technological Education (EPT) and is linked to the ProfEPT's Organization and Memory line of research. Therefore, this study focuses on the macro-project of pedagogical organizations, because it brings proposals for improving affirmative policies and pedagogical development in the EPT offered by IFPI. Thus, the general objective of this dissertation project is to analyze the strategies related to transgenderism in the school context, used by Trans students in integrated high school and teachers at IFPI. To achieve the proposed objective, a qualitative, descriptive and analytical methodology was used. The data was analyzed and constructed using cartography, a method inspired by the philosophy of difference and post-structural thinking. The research sites were the IFPI campuses where there were Trans people who agreed to take part in the research and where key informants had been nominated. The data was produced through: semi-structured interviews with five trans students; online forms answered by eight cis teachers and; intinerance diaries produced by the researcher. Each intinerance diary contains flows that mix my experiences, readings and thoughts. Bringing them in was a therapeutic process, a certain eviction of violence suffered and witnessed, a release of imprisoned poems. (Re)producing in this therapy tool all the contrariness inserted in my identities as a person and researcher in (un)making. The cartographies of the affirmation strategies of trans students contain a kaleidoscope of the experiences of the participants. The watercolor of these memories draws complex and contingent time-spaces. Among the results are the following: a) Gender identity is a complex area of identification wrapped in multiple layers, many of which are influenced by social, cultural, biological and psychological factors; b) In the school environment, the subjectivities of both students and teachers have a significant impact on day-to-day education; c) The construction of transphobia-free spaces must be a continuous and collective effort, requiring the commitment of all participants in the educational process; d) The EPT proposes a counter-hegemonic perspective, seeking to go beyond the established class, race and gender oppressions, consequently, it must welcome and respect the non-cis public; e) Transphobia is a problem that manifests itself both inside and outside the EPT, and tackling it requires a multifaceted and comprehensive approach; f) Although there are still significant challenges in serving non-cisgender people to be faced, the responses obtained in the interviews conducted indicate that the IFPI proves to be a welcoming environment for Trans people. Regarding the educational products, I present three Technical and Technological Products 1 (PTT1) - Teaching material, in the formats of: a) scientific article; b) Teaching case; c) Mandala of strategies and one Technical and Technological Product 3 (PTT3) - Social technology, where a draft resolution was produced to include Trans people in IFPI's postgraduate affirmative action policies. In addition, this research can help discussions about deconstructing transphobia inside and outside the EFA through strategies for affirming trans identities.