Experiências transmasculinas na escola: estratégias e desafios para um (re)pensar institucional

Abstract

Linked to the Graduate Program in Education: Knowledge and Social Inclusion at the Faculty of Education of the Federal University of Minas Gerais (FAE/UFMG), within the research line of Education, Culture, Social Movements, and Inclusive Actions, this research aimed to understand how transmasculine experiences in basic education schools create spaces for institutional (re)thinking. We sought to identify how individuals who claim gender performances outside the cisgender norm, diverging from the binary norms of the sex-gender system that are produced and reproduced in schools, challenge gender conventions and, in doing so, develop strategies in their experiences to construct a feasible daily life within the school environment. To achieve this, we delved into the interpretations of gender and sexuality that underlie the discourse of school professionals regarding transmasculine experiences within the institution, as well as the stances and actions (or lack thereof) taken by these professionals to reorganize the institution in response to the "disorders" caused by these experiences. Finally, we explored the strategies employed by these individuals in the face of institutional reconfigurations, with the intention of highlighting how this entire dynamic provides insights for (re)thinking the school system.