Detalhes bibliográficos
| Ano de defesa: |
2016 |
| Autor(a) principal: |
Polak, Roberta
 |
| Orientador(a): |
Cruz, Gilmar Carvalho
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Estadual do Centro-Oeste
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Desenvolvimento Comunitário (Mestrado Interdisciplinar)
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| Departamento: |
Unicentro::Departamento de Saúde de Irati
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| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://localhost:8080/tede/handle/tede/576
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Resumo: |
This work aimed to investigate the experiences that trans* people had in educational institutions until they reached high school. The study was conducted with five trans * people being a transvestite participant with a degree in history, three transsexuals, being a graduate in history, in other arts and the last in mathematics; and trans man, course student psychology. For this, a qualitative research was carried out by focusing the narrative interviews and content analysis. The research was sustained through theoretical assumptions of Michel Foucault, Judith Butler, Beatriz Preciado, Berenice Bento, Guacira Lopes Louro, Maria Rita de Assis Caesar, Maria Lugones, Luma Nogueira, but mainly by the voices of the people interviewed in an attempt to give them privileged place of speech. We can state that, through narratives obtained and analyzes, we approach transgender experiences * laden with suffering, violence, stigma and discrimination. It was possible to visualize the difficulties of trans * people to express their gender identities within the educational institutions, often leaving the marginalization and silencing of their identities. In addition, they highlighted the processes of violence recurrently experienced throughout the school career, adding to the disrespect and bureaucratization held by the institutions on the use of the social name, as well as difficulties and resistance in accepting everyday trans * students. In summary, we observed stories of school life permeated by violence, exclusion and pathologizing, which makes us think that trans * people interviewed came to high school that was given by overcoming many difficulties and also with muting their true gender identities over all or part of schooling. We understand this reality as a result of a regulatory society, in large part, presupposes and naturalizes consistency between sex, gender and sexuality, including people who escape this logic as pathological subject, transgressors of social norms, they can not be corrected, they should be excluded from society and consequently in the school environment. Therefore, this dissertation brings the current scene a series of reflections on the trans identities * and dialogue with educational institutions, as well as the voice of trans * people who call for social change. |
