Por um transpensar os gêneros, os corpos e as práticas educativas cotidianas

• Ano de defesa: 2015
• Autor(a) principal: Vieira, Ana Letícia
• Orientador(a): Soares, Maria da Conceição Silva
• Banca de defesa: Leite, Miriam Soares , Pocahy, Fernando Altair , Barros, Maria Elizabeth Barros e
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Centro de Educação e Humanidades::Faculdade de Educação
• País: BR
• Palavras-chave em Português: Experiência trans; Gênero e Sexualidade; Diferença; Práticas Educativas Cotidianas; Transexuais; Identidade de gênero; Homofobia; Sexo - Diferenças (Educação)
• Palavras-chave em Inglês: Trans Experience; Gender and Sexuality; Difference; Daily Educational Practices
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.bdtd.uerj.br/handle/1/10673

According to ABGLTT most transgender people evade schools. The rate is around 73% and in addition to it, an estimated 90% of this population, due to prejudice and discrimination, turn to prostitution for making a living. One of the explanations is that the school is not ready or do not kn ow to "handle" this "difference", suggesting the respect and tolerance as necessary and sufficient measures to prevent evasion. However, proposals for welcoming these people leave intact ways of conceiving naturalized gender and sexuality and do not discuss the female and male standardization processes of the bodies that derive from such processes. Thus, this dissertation intends, through conversations with trans people about their school experiences, to think and to denaturalize the production of gendered and sexualized bodies in order to question the production of an idea of embodied difference in " the different" and point out some ways that schools manufacture these bodies and help to operationalize discourses of difference, thus contributing to the expansion of studies on trans experience in everyday school. Contrary to whatever a structure of academic work considered "traditional" may suggests, this work does not contain a specific chapter on the data produced with the research, that is, the narratives of trans women whom I spoke with. These are brought throughout the text, not to be interpreted in the light of what they may hide between the lines or to be analyzed for the purpose of seeking truth and clear the error, the fake, illusion or the unknown. They operate in the writing of the text from whatever they allow us to think, increasing the thought that is being built. In this perspective, I present an overview of studies of gender, I discuss the production of sexed bodies and the issues surrounding the trans experiences, questioning the discourse over sex, bringing the contributions of queer theory, such as J. Butler's formulations on performativity and gender parodies; I also, question the gendering of bodies in everyday educational practices, aiming some modes of resistance and production of desires that emerges on such contexts of normalization, discrimination and exclusion. This dissertation sought to 'trans-think', to 'think through'; another way of thinking when related to gender, bodies and daily educational practices, pointing out that trans people, even on the edges of the socially legitimate discourses also produced by the school, produce/produced their stories and other ways of life, shaped or not with the dominant patterns, but also invite us to cross borders arbitrarily created and to transgress the rules that weaken the production of subjectivities and desiring bodies.