Travestilidades e escola nas narrativas de alunas travestis

Abstract

This work presents the nuances revealed by the necessity to observe educational diversity in everyday life, reflecting on new possibilities for identity construction and gender, with perspectives on travestilidades. From this perspective, interweaving knowledge about sexual diversity becomes imperative to discuss the school environment in its daily routine. The narrative analysis of transvestite students intends to bring out some elements that produce difficulties in access and permanence of these transvestite subjects in schools. These narratives, which are part of the groups in schools, are results of beliefs and values forged in social, cultural and linguistic relations. These issues permeate the intentions of these individuals in the process of human relations, and will be our object of analysis during the research. Their representations, such as presentation of the body, aesthetics, identities become references to marks meanings. However, to give voice to such subjects on the process of schooling experienced by themselves facing their different identity, and that escapes the norm, is a principle of our investigation. The intentionality expressed in the narratives can highlight patterns that the school intends to form and build on their educational interventions, because the school uses to "contemplate", maidenly, the so-called sexual minorities, camouflaging the concern with tolerance and respect, and this situation is one of our objectives of this analysis. Analyze how this process takes place by the transvestite students themselves goes beyond the superficiality of what is represented by public policies already established. The understanding of representations, beliefs and values seeks to contribute to the current discussion of gender and sexuality, understood as resulting from the influence of changing social and theoretical contexts occurred in Mato Grosso and Brazil. To analyze the contexts in which sexuality and gender identities of transvestites present will provide elements that can produce the processes of exclusion or inclusion of identity diversity in the school community. Given these dimensions, it is assumed that the reports of these groups students, a priori, provide a multiplicity of perspectives on the processes of schooling for the different, covering all possibilities of social construction.