Abstract

UCHOA, Márcia Maria Rodrigues  and  DUARTE, Uelinton Aires. Curriculum and trans identities: affirming subjectivities in teacher education programs. e-Curriculum [online]. 2025, vol.23, e69571.  Epub July 10, 2025. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2025v23e69571.

This article, part of a broader discussion linked to a Master’s degree in Education at a public university in the Western Amazon, presents a theoretical framework aimed at proposing a discussion on the construction of curricula in teacher education programs that serve as instruments of hospitality and recognition for the “T” population (transvestite, transgender, and transsexual individuals), enabling the creation of safe environments for these individuals and combating transphobia. This is a qualitative, bibliographic study, drawing on key references including Louro (2001, 2003, 2009), Silva (2016), and Soares (2022), among others. Academic spaces must become environments of respect and appreciation for plural identities and systematically commit to reducing inequalities. The aim is to contribute to building a society that recognizes the positive value of difference through the affirmation of subjectivities that have been silenced, denied, and socially victimized by means of a trans curriculum.

Keywords : trans people; trans curriculum; teacher training; otherness.

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