Resumen

ROCON, Pablo Cardozo; BARROS, Maria Elizabeth Barros de  y  RODRIGUES, Heliana de Barros Conde. Learning with trans signs – a disruptive transetopoiesis. Educ. Rev. [online]. 2020, vol.36, e74656.  Epub 01-Dic-2020. ISSN 1984-0411.  https://doi.org/10.1590/0104-4060.74656.

Based on cartography of lines of formation, the article questions the hypothesis, raised by literature, of the presence of a training insufficiency of health workers as a cause of disrespect to the social name, discrimination, and pathologization of trans identities which prevent the access of this population to health services. Audio-recorded interviews were made with 7 (seven) workers at an outpatient clinic of the Transexualizador Process of the Unified Health System (SUS), who belonged to the university hospital staff, and with 2 (two) users. A set of training strategies that converge towards a normalizing formation that crosses molar lines in which workers are disciplined by diagnostic protocols and manuals to apply binary gender norms and heteronormativity in their work processes, producing the pathologization of trans identities and making access selective is also analyzed. The bet made in this work is that the encounter with trans people can make learning emerge with signs that catalyze the experience of the art of becoming trans, which culminates in the malaise of the mismatch with the truths about genders and sexuality. Being free of such malaise supposes experimenting with such signs – a transetopoietic experimentation with the production of a body with new contours, capable of supporting the difference that requires passage, opening the way for the production of modes of living and working with trans people’s health that affirms the difference.

Palabras clave : Transsexualities; Health; Traning processes; Learning with signs; Health workers.

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