Identidades construídas em forma de docência : desafios e perspectivas de professoras travestis e transsexuais em Rondônia

• Ano de defesa: 2019
• Autor(a) principal: Falcão, Kary Jean
• Orientador(a): Costa, Angelo Brandelli
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul
• Programa de Pós-Graduação: Programa de Pós-Graduação em Psicologia
• Departamento: Escola de Ciências da Saúde e da Vida
• País: Brasil
• Palavras-chave em Português: Trajetória; Docência; Transexualidade; Identidade de Gênero
• Palavras-chave em Inglês: Trajectory; Teaching; Transsexuality; Gender Identity
• Área do conhecimento CNPq: CIENCIAS HUMANAS::PSICOLOGIA
• Link de acesso: http://tede2.pucrs.br/tede2/handle/tede/9089

This doctoral thesis is the result of a research project entitled "pedagogy trans: testimonials videos and pedagogical contributions" and proposes to address the challenges and prospects of teachers transvestites and transsexuals in Rondônia State through the trajectory of school life and professional teaching and work toward the construction of a more just society, egalitarian and democratic, based on exploitation of differences, respect for sexual orientation and gender identity. The study was methodologically organized through an empirical research with the use of videos as an instrument for data collection. The survey of the information occurred through a focal meeting with the participants and individual interviews. The theoretical section is divided into two studies being the first of biographical nature, which from the understanding of social psychology proposes to approach the trajectory and life history of a teacher who experienced transsexuality in the 1980s and died in 2001 victim of cardiac complications. The first study aims to contribute to the construction and affirmation of the gender identity of teachers and students and the impacts that enhance a school environment with spaces of equality and humanization. The survey of information and data was prepared from the results of interviews with family members, with the director of the first school that the teacher worked in 1978, teachers and employees of the Maria Carmosina Pinheiro State School in Porto Velho, Rondônia, a school that acted as a teacher in the period of her death and with two former students who were part of the history of the teacher. The results of the study showed that the pedagogical practice of the biography teacher was marked by the commitment to education and care for the learning of students, consisting of a successful trajectory and perpetuation of a memory by making the teaching practice an instrument of identity construction that resisted discrimination and prejudice of society in the 1980s, providing opportunities for new reflections on the role of the school and teaching practice. The second study, which makes up this section, also of qualitative approach, seeks to present the challenges and perspectives of five transvestite and transsexual teachers who work in public schools in the State of Rondônia, making a connection between the construction of transsexual identity, the teaching profession, the challenges, experiences and perspectives in the exercise of teaching. The results show that the challenges in the trajectory of school and professional life of the participants outlined in the choice of teaching as a profession, the perspectives regarding the rights of gender equality and the appreciation of differences in a more just, democratic and tolerant society.