Educação e Movimento Social: Contribuições de um pré-vestibular com o recorte de gênero e sexualidade na vida dos egressos trans

Abstract

This research was dedicated to analyzing the contributions of a pre-college course focused on gender, sexuality, and/or social vulnerability, based on the dialogue with the students from 2018, who currently , attend higher education in public universities. The paths chosen for the dialogue with the five graduates were semi-structured interviews conducted in person in previously scheduled locations and that provided all the relevant information that established the developments of this research.Such information added value to the perspectives of authors such as Nascimento (2008) and Carvalho (2005) who deepen the questions about the pre-colleges courses that work with the themes of racism, prejudice and racial discrimination; as Gohn (2016) and Trilha (2008) who approach the understending of the relation of the social movement and the education that accentuates different learnings for those involved in the processes and the reflection on formal and non-formal education as categories that interfere with each other; and as Louro (2012) and Bento (2018) in understanding of the normalizing standards that were imposed on society, but which, at the same time, provide the agenda for transgressions. Through the interviews, it was possible to investigate the relations of graduates with formal education and how they subverted the rules for their experiences in schools, and to elaborate one of the possible strategies for thinking about a school that can reach all people together with their differences. The research contributions consist of knowing how the educational action with the gender and sexuality cut acted and potencialized the life projects of these students, besides identifying the difficulties to express their representations of gender and their sexualities in educational institutions, often bordering on the marginalization and silencing of their identities. In addition, the processes of violence experienced and the subversions carried out stood out. It is considered that the education proposed by the pre-college with a focus on the trans person positively potentialized their lives, even before entering university, with a political awareness developed with individual or collective militancy, and that, calls attention to the methodology experienced in the space that develops itself showing a range of possibilities and with a support network conquered by the community