RELAÇÕES PEDAGÓGICAS NAS VIVÊNCIAS ESCOLARES DA EDUCAÇÃO BÁSICA DE TRANSEXUAIS, TRAVESTIS E TRANSGÊNEROS EM PRODUÇÕES CIENTÍFICAS BRASILEIRAS

Abstract

This study investigates the pedagogical relationships narrated by trans people in the context of their school experiences during the schooling process in Basic Education, having as sources productions Brazilian scientific studies in the period 2007/2021. Its objective was to identify, discuss and problematize the school experiences of transsexuals, transvestites and transgender people considering determined dimensions and perspectives in pedagogical relationships. We adopted a qualitative approach based on a post-critical perspective bibliographic and documentary, based on information in two repositories: National Association of Postgraduate and Research in Education (ANPED), selecting works from GT-23 (Gender, Sexuality and Education) and the Capes Catalog of Theses and Dissertations through indexers/descriptors. The reference theoretical brings contributions from Meyer and Paraíso (2012), Cordeiro (2007), Xavier Filha (2009), Bento (2006;2008;2012), Louro (1997;2000;2009), Carvalho et al (2009), Miskolci (2005;2012), Balieiro and Risco (2014), Minayo (2002), among others. The main results consist of the pedagogical relationships narrated by trans people, who are experienced by intertwinings between linguistic, personal and cognitive dimensions, being intersected by gender perspectives, representations and power relations. Above all, we conclude that pedagogical relations are organized by hegemonic models of heteronormativity imposed under the schooling of trans people, which directly reflects on the relationship with/of knowledge, which can contribute to the school expulsion of transsexuals, transvestites and transgender people from Basic Education.