Transexualidade na formação do professor da educação básica: desvelando a realidade brasileira

Abstract

Esse trabalho de pesquisa resulta de uma investigação cuja questão norteadora foi: os professores são preparados, em sua formação acadêmica, para lidar com alunos transexuais? Assim, o objetivo do estudo foi verificar se os cursos de Pedagogia e os Programas Especiais de Formação Pedagógica de Docentes no Brasil têm incorporado em suas propostas curriculares questões relacionadas à transexualidade, bem como identificar as publicações acadêmicas sobre o tema pesquisado. A metodologia empregada foi a análise de conteúdo em uma abordagem qualitativa com enfoque descritivo. Os resultados da pesquisa permitem concluir que os professores dos cursos de Pedagogia e dos Programas Especiais de Formação Pedagógica de Docentes no Brasil, em sua maioria, não têm sido preparados, em sua formação acadêmica, para lidar com alunos transexuais. Uma vez que em nenhuma das 1.076 grades curriculares analisadas existe a incorporação de disciplinas que abordem especificamente o tema transexualidade. Cabe ressaltar que a formação do professor nos referidos cursos traz uma abordagem mais ampla do tema, tratando das questões gerais sobre educação sexual para preparar os alunos para a vida sexual de forma segura, mas pouco sobre a identidade de gênero. Palavras-chave: Transexualidade. Professor da educação básica. Formação de professores. Cursos de Pedagogia.

Childhood transgenderity under the perspective of elementary school teachers

“…Thus, it is clear that, despite the recognition of transphobia experienced at school, most teachers still have some resistance in addressing the topic of homosexuality and discussing gender issues, which can contribute to prejudice in their classrooms (32)(33)(34)(35)(36) . On this issue, this study showed that some teachers recognize that this must be modified; however, in view of the routine imposed by the institution, they end up reproducing attitudes considered exclusive and prejudiced (31,(37)(38) . On the other hand, there are teachers who only reproduce their role as execution agents through the reproduction of content.…”

“…In this perspective, several countries have recognized gender diversity in childhood and youth and making it increasingly visible, recognized and under-serviced by the public policies, including the educational ones. Until recently, the existing national legislation, namely the so-called "gender identity laws", assumed that gender identification was a characteristic only of adults, creating an environment of ignorance and risk for children and their families (31) .…”

“…Games are important in childhood and have a direct relationship with the construction of gender identities. However, when conducted erroneously, they can cause early incompatibility in children between the female and male universes, besides generating disorders in the construction of their gender identity (31) . Today, in the European context, education is one of the areas contemplated in the sense of "safeguarding the right of children and young people to education in a safe environment, free from violence, bullying, social exclusion or other forms of degrading discrimination and treatment associated with sexual orientation or gender identity" (30) .…”

“…Transphobic attitudes from educators, or even the invisibility of the topic, influenced the behavior of other students that see them as models or mentors (31) . Thus, it is clear that, despite the recognition of transphobia experienced at school, most teachers still have some resistance in addressing the topic of homosexuality and discussing gender issues, which can contribute to prejudice in their classrooms (32)(33)(34)(35)(36) .…”

“…The school institution is characterized as a place that crosses the walls of learning curricular contents, as it is one of the places where the first social interactions of the individuals occur, as well as the construction of affective bonds, social identifications and especially the production of subjectivities. In this way, it is understood that the school plays a role that goes far beyond educating, and it is for this reason that it is important to discuss this very current and necessary topic, so that it will contribute with respect for diversity (31,39) .…”