Transfobia, violência e educação: identidades e expressões de gênero no ambiente escolar

• Ano de defesa: 2024
• Autor(a) principal: Soares, Walentina Nogueira Rodrigues
• Orientador(a): Giovinazzo Jr, Carlos Antônio
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação: História, Política, Sociedade
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Transfobia; Violência de gênero; Mulheres transexuais; Travestis; Ambiente escolar; Produção acadêmica
• Palavras-chave em Inglês: Transphobia; Gender violence; Transgender women; Transvestites; School environment
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/41484

This research investigates a specific form of violence, transphobia: a targeted action, corresponding to or resulting from prejudice, suffered by the population of transsexual women, transvestites, trans men and other people with a trans identity, with an emphasis on the different ways in which it occurs, operates and is dealt with in the school and education space. The objective is to analyze the specificities regarding the treatment given to female gender identities, expressed in the experience of transsexual and transvestite women, who today constitute the category most affected by murders and violence, in order to highlight factors and aspects that distinguish them from generalized prejudice (homophobia) directed at the entire LGBTI+ population. The question is therefore: how is transphobia treated and analyzed in academic production, considering how this production portrays the existence of this phenomenon (transphobia) in schools and education? This is a qualitative, descriptive analytical study that uses bibliographic and documentary sources to support its analysis. In order to achieve the proposed objective, four scientific articles on transphobia and education were selected from the CAPES journal portal, which were analyzed based on the preparation of a reading summary, along the lines defined by Severino, following five established criteria: identity and relationship with transphobia; conceptualization of transphobia; relationship between transphobia and education; confronting transphobia; relationship between specific and generic aspects of gender violence, LGBTIphobia and transphobia. As a theoretical reference, the contributions of the authors of the critical theory of society were adopted, expressed in the works of Marcuse, Horkheimer and Adorno; for the analysis of violence and prejudice we turned to Crochík; in relation to gender we turned to the authors Scott and Butler