Tem travesti na escola, sim! : um estudo de caso sobre as experiências e desafios de uma professora travesti no interior da escola

• Ano de defesa: 2025
• Autor(a) principal: Ferreira, Josiane
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Humanas e Sociais (ICHS); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Sociologia
• Palavras-chave em Português: Gênero; Identidade travesti; Educação; Inclusão; Exclusão social; Transformação social; Decolonial; Queer; Feminismo; CNPQ::CIENCIAS HUMANAS::SOCIOLOGIA; Gender; Travesti identity; Education; Inclusion; Social exclusion; Social transformation; Feminism
• Link de acesso: http://ri.ufmt.br/handle/1/7480

This dissertation, whose main objective was to analyze the challenges, lived experiences, and transformations of a travesti teacher in her educational practices within the school context of Tangará da Serra, Mato Grosso, is anchored in the need to understand the intersections between gender, identity, and education. It reflects on the difficulties faced by LGBTQIAPN+ individuals in environments shaped by cisheteronormative and conservative norms. The specific objectives were: to investigate the intersections between gender identity, educational inclusion, and social transformation; and to understand the relationship between gender identity and social inclusion/exclusion in school settings. The theoretical framework was based on the contributions of Judith Butler (year), Guacira Lopes Louro (year), Berenice Bento (year), and others, to discuss the concepts of gender performativity, the social construction of gender, and the specificities of travesti identities. Furthermore, the historical and social context of the LGBTQIAPN+ movement was addressed, with an emphasis on the struggles for recognition and inclusion of the trans community. The methodology adopted was qualitative, based on the content analysis proposed by Laurence Bardin. Data collection was carried out through semi-structured interviews with the participating teacher, aiming to capture her narratives about identity, challenges, and teaching strategies in a conservative context. The data analysis highlighted both the resistances and the possible social transformations arising from the presence of trans identities in educational spaces. The results point to the importance of rethinking educational practices in favor of an inclusive education that values gender diversity as a fundamental element for building a more equitable and plural society.