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Abstract(s)
A reflexão sobre a presença das pessoas trans no Ensino Superior e sobre a escassez de
produção acadêmica sobre este tema desencadeou o interesse sobre esta questão e, nesse
sentido, emergiu o objetivo geral da presente investigação para o fim de realizar uma
apreciação da realidade acadêmica, acerca do acesso ao ensino superior por pessoas trans,
a reconhecer a ausência e/ou o apagamento dessas vivências nas instituições de ensino
europeias, e estabelecer caminhos a serem seguidos como forma de se garantir o acesso
efetivo à educação, enquanto direito humano garantidor da dignidade. Para o efeito, será
apresentado um enfoque teórico inicial com a apresentação do estado da arte acerca do
acesso e permanência de pessoas trans no ensino superior europeu, em suas abordagens
sociais, educativas e legais. Neste âmbito, inicialmente, será tratado sobre a sexualidade
humana, para em seguida, adentrar no tema da transgeneridade e por fim, serão discutidos
os direitos à dignidade e à educação, com dados referentes à realidade educacional escolar
e do ensino superior atual de pessoas transgênero. Dando continuidade, ao percurso
investigativo, na parte empírica, optamos por uma abordagem metodológica qualitativa,
através do método de estudo de casos múltiplos, visando valorizar as narrativas de pessoas
trans residentes na Europa. Nesse sentido, foram realizadas 25 entrevistas com pessoas
trans, distribuídas em 17 países europeus, que foram, em seguida, analisadas e discutidas
pelo método de análise de conteúdo. Os resultados extraídos identificam os desafios
observados desde a percepção íntima da transgeneridade à autodeclaração pública dessas
identidades, e as suas consequências na aprendizagem ao longo da vida; apontam dados
violentos do bullying e da cumplicidade dos profissionais da educação; e, por fim,
demonstram os reflexos dessas trajetórias discriminatórias no que se refere ao acesso ao
ensino superior por pessoas trans. Ao final, são apresentadas recomendações políticas e
sugestões de medidas promotoras de uma efetiva inclusão social da diversidade de gênero
no ensino superior.
The reflection on the presence of transgender people in higher education and on the scarcity of academic production on this subject triggered interest in this issue and, in this sense, emerged the general objective of the present research, in order to carry out an appreciation of the academic reality, about access to higher education for trans people, to recognize the absence and/or erasure of these experiences in European educational institutions, and to establish paths to be followed as a way of guaranteeing effective access to education, as a human right that guarantees dignity. For this purpose, an initial theoretical approach will be presented with the presentation of the state of the art regarding the access and permanence of transgender people in European higher education, in its social, educational and legal approaches. In this context, initially, it will be treated about human sexuality, to then, enter the theme of transgender, and finally, the rights to dignity and education will be discussed, with data referring to the current educational reality of transgender people at school and university. Continuing the investigative course, in the empirical part, we opted for a qualitative methodological approach, through the multiple case study method, aiming to value the narratives of trans people living in Europe. In this sense, 25 interviews were carried out with trans people, distributed in 17 European countries, which were then analyzed and discussed using the content analysis method. The extracted results identify the challenges observed from the intimate perception of transgenderity to the public self-declaration of these identities, and their consequences on lifelong learning; these results also point to violent data on bullying and the complicity of education professionals; and, finally, they demonstrate the consequences of these discriminatory trajectories with regard to access to higher education by transgender people. At the end, policy recommendations and suggestions for measures to promote effective social inclusion of gender diversity in higher education are presented.
The reflection on the presence of transgender people in higher education and on the scarcity of academic production on this subject triggered interest in this issue and, in this sense, emerged the general objective of the present research, in order to carry out an appreciation of the academic reality, about access to higher education for trans people, to recognize the absence and/or erasure of these experiences in European educational institutions, and to establish paths to be followed as a way of guaranteeing effective access to education, as a human right that guarantees dignity. For this purpose, an initial theoretical approach will be presented with the presentation of the state of the art regarding the access and permanence of transgender people in European higher education, in its social, educational and legal approaches. In this context, initially, it will be treated about human sexuality, to then, enter the theme of transgender, and finally, the rights to dignity and education will be discussed, with data referring to the current educational reality of transgender people at school and university. Continuing the investigative course, in the empirical part, we opted for a qualitative methodological approach, through the multiple case study method, aiming to value the narratives of trans people living in Europe. In this sense, 25 interviews were carried out with trans people, distributed in 17 European countries, which were then analyzed and discussed using the content analysis method. The extracted results identify the challenges observed from the intimate perception of transgenderity to the public self-declaration of these identities, and their consequences on lifelong learning; these results also point to violent data on bullying and the complicity of education professionals; and, finally, they demonstrate the consequences of these discriminatory trajectories with regard to access to higher education by transgender people. At the end, policy recommendations and suggestions for measures to promote effective social inclusion of gender diversity in higher education are presented.
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Keywords
Transgeneridade Sexualidade Identidade de gênero Educação e diversidade Ensino superior inclusivo