Resumo

SANTOS, Jeferson Reis  e  VENCATO, Anna Paula. PUBLIC POLICIES AND COLLECTIVE ACTIONS IN THE SCHOOLING TRAJECTORY OF TRANS* PEOPLE. Revista Teias [online]. 2024, vol.25, n.78, pp.338-353.  Epub 11-Out-2024. ISSN 1982-0305.  https://doi.org/10.12957/teias.2024.84180.

Since the 2000s, the movement of trans* people has demanded the construction of public policies that guarantee this group's access and permanence in basic and higher education institutions. More recently, we can observe the achievement of some rights, such as the use of social names and affirmative action policies in undergraduate and graduate courses, in addition to the creation of strategies such as social exam preparation programmes for College and University admission and academic preparatory courses intended for this population. This text is the result of a master's degree research developed between 2019 and 2021 with the aim of analyzing the experiences of subjects who participated in the aforementioned courses. The excerpt made for this text presents the trajectory of two trans people, a man and a woman, who studied in these projects and entered higher education at a time when universities were implementing specific policies for this population. Both of them were able to complete their courses. Using a qualitative approach and a semi-structured interviews, we analyze the relationship between collective actions, public policies and the schooling process of our interlocutors. The results point to the ways in which gender norms based on binarism and cisgenderism harm the educational trajectory of the trans* population, as well as the importance of measures and strategies that seek to overcome this situation and that guarantee the right to education of trans* people.

Palavras-chave : educational policies; collective actions; schoolarization for trans people.

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