Educação física escolar: os impactos sociais na vida de pessoas transexuais em Belém do Pará

Abstract

O presente artigo investiga a influência da educação, especificamente a educação física com pessoas transexuais de Belém do Pará. Tem como objetivo descrever as contribuições positivas, negativas ou indiferentes da educação e da educação física, perante á vida social de pessoas transexuais. Caracteriza-se como uma pesquisa de teor qualitativo, utilizando de pesquisa de campo junto com entrevistas semiestruturadas com pessoas transexuais que já concluíram o ensino básico. Os dados foram analisados por meio de análise de conteúdo. Os resultados demonstraram que a educação básica e a educação física, em sua maioria, ainda se caracterizam como ambientes segregadores e de grande impacto para estas pessoas, tendo como conclusão do entrevistador e dos interlocutores que a melhor forma para se desenvolver os conteúdos seria por meio de aulas mistas, com estudo mais aberto quanto a gênero e sexualidade.

Binary and non-binary trans students’ experiences in physical education: A systematic review

“…When alternative activities such as dance or stage performances were introduced, there were more opportunities for gender diversity in mixed-gender PE classes (Devís-Devís et al, 2018; Fuentes-Miguel et al, 2022; Garcia and Brito, 2018). However, although these classes helped to reduce gender discrimination and trans negativity (Barroso et al, 2018; Berg and Kokkonen, 2021; Ferguson and Russell, 2021; Neary and McBride, 2021; Phipps and Blackall, 2021), in practice, they did not seem to warrant further inclusion because the activities continued to be focused on a hegemonic masculine curriculum (Devís-Devís et al, 2018).…”

“…The students were persistently segregated according to sex, and these situations created anguish, grief, and distress to binary and non-binary trans peers to the point that some of the non-binary students stopped attending PE classes (Cruz and Santos, 2016; Ferguson and Russell, 2021; Franco, 2016; Pistella et al, 2020; Williamson and Sandford, 2018). According to some of the reviewed papers, this segregation could have made trans students feel unsure whether to choose girl or boy groups, especially before disclosing their gender identities (Barroso et al, 2018; Devís-Devís et al, 2018; Garcia and Brito, 2018; Phipps and Blackall, 2021). Some self-identified trans women expressed fear and frustration because they did not want to be obliged to take part in sports (Devís-Devís et al, 2018).…”

“…Heteronormativity was approved by PE teachers’ attitudes and curriculum activities and was one of the reasons why most trans participants experienced aloofness, isolation, loneliness, scorn, fear, and confusion in harmful and rejecting ways (Devís-Devís et al, 2018; Sykes, 2009; Williamson and Sandford, 2018). In the studies reviewed, many trans participants preferred to withdraw from PE class or avoid physical exercise and sport (Barroso et al, 2018; Cruz and Santos, 2016; Devís-Devís et al, 2018; Ferguson and Russell, 2021; Franco, 2016; Garcia and Brito, 2018; López-Cañada et al, 2021; Neary and McBride, 2021). This situation is also probably behind the quantitative data reviewed, since trans students reported feeling less safe at school and participated in PE less than non-trans students (Pistella et al, 2020).…”

“…In Franco's (2016) study, Sarah pointed out that she usually sat in a corner, something she liked to do to feel safe. Bahuchara and Tom did not attend practical lessons and preferred to do theoretical tasks or stay alone in another room (Barroso et al, 2018; Neary and McBride, 2021). This strategy was also used in changing rooms by binary trans students, where bodies were more exposed to view (Devís-Devís et al, 2018).…”

“…fine motor skills or art instead of playing with a ball or gross motor skills), and immediately repressed his own wish (Sykes, 2009). Bahuchara also mentioned constantly playing football with boys, even though she hated it (Barroso et al, 2018). Two trans women explained that football was torture for them but they were obliged to play (Cruz and Santos, 2016).…”