<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052024000300338</article-id>
<article-id pub-id-type="doi">10.12957/teias.2024.84180</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[POLÍTICAS PÚBLICAS E AÇÕES COLETIVAS NA TRAJETÓRIA DE ESCOLARIZAÇÃO DE PESSOAS TRANS]]></article-title>
<article-title xml:lang="en"><![CDATA[PUBLIC POLICIES AND COLLECTIVE ACTIONS IN THE SCHOOLING TRAJECTORY OF TRANS* PEOPLE]]></article-title>
<article-title xml:lang="es"><![CDATA[POLÍTICAS PÚBLICAS Y ACCIONES COLECTIVAS EN LA TRAYECTORIA DE ESCOLARIZACIÓN DE PERSONAS TRANS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Jeferson Reis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vencato]]></surname>
<given-names><![CDATA[Anna Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2024</year>
</pub-date>
<volume>25</volume>
<numero>78</numero>
<fpage>338</fpage>
<lpage>353</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052024000300338&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052024000300338&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052024000300338&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Desde os anos 2000, o movimento de pessoas trans* cobra a construção de políticas públicas que garantam o acesso e a permanência desse grupo em instituições de educação básica e ensino superior. De maneira mais recente, podemos observar a conquista de alguns direitos, como o uso do nome social e a reserva de vagas em cursos de graduação e pós-graduação, além da criação de estratégias como pré-vestibulares sociais e preparatórios acadêmicos voltados para essa população. Este texto traz o resultado de uma pesquisa de mestrado desenvolvida entre os anos de 2019 e 2021. O recorte feito para este texto apresenta a trajetória de duas pessoas trans, um homem e uma mulher, que estudaram nesses projetos e ingressaram no ensino superior no momento em que as universidades implementavam políticas específicas para essa população e conseguiram concluir seus cursos. A partir de uma abordagem qualitativa, utilizando entrevistas semiestruturadas, analisamos como a relação entre as ações coletivas, as políticas públicas e o processo de escolarização de nossos/nossas interlocutores/interlocutoras. Os resultados apontam para as formas como as normas de gênero fundadas no binarismo e na cisgeneridade prejudicam a trajetória educacional da população trans*, bem como a importância de medidas e estratégias que busquem superar esse quadro e efetivar a garantia do direito à educação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Desde los años 2000, el movimiento de personas trans* demanda la construcción de políticas públicas que aseguren el acceso y la permanencia de este grupo en instituciones de educación básica y superior. Más recientemente, podemos observar la conquista de algunos derechos, como el uso del nombre social y la reserva de plazas en cursos de grado y posgrado, además de la creación de estrategias como los preuniversitarios sociales y preparatorios académicos dirigidos a esta población. Este texto presenta los resultados de una investigación de maestría desarrollada entre los años 2019 y 2021. El recorte realizado para este texto muestra la trayectoria de dos personas trans, un hombre y una mujer, que estudiaron en estos proyectos e ingresaron a la educación superior en el momento en que las universidades implementaban políticas específicas para esta población y lograron completar sus estudios. A través de un enfoque cualitativo, utilizando entrevistas semiestructuradas, analizamos la relación entre las acciones colectivas, las políticas públicas y el proceso de escolarización de nuestros interlocutores. Los resultados señalan las formas en que las normas de género basadas en el binarismo y la cisgeneridad perjudican la trayectoria educativa de la población trans*, así como la importancia de medidas y estrategias que busquen superar este panorama y garantizar el derecho a la educación.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[políticas educacionais]]></kwd>
<kwd lng="pt"><![CDATA[ações coletivas]]></kwd>
<kwd lng="pt"><![CDATA[escolarização de pessoas trans]]></kwd>
<kwd lng="en"><![CDATA[educational policies]]></kwd>
<kwd lng="en"><![CDATA[collective actions]]></kwd>
<kwd lng="en"><![CDATA[schoolarization for trans people]]></kwd>
<kwd lng="es"><![CDATA[políticas educativas]]></kwd>
<kwd lng="es"><![CDATA[acciones colectivas]]></kwd>
<kwd lng="es"><![CDATA[escolarización de personas trans]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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