(Trans)passando os muros do preconceito e adentrando a universidade: uma análise das políticas para pessoas trans* dentro das instituições públicas de ensino superior do Rio Grande do Norte

Abstract

At present, the discussion on trans issues has received wide visibility in view of the social vulnerability to which this group is subjected. The term “trans person” would be the popular form in which transvestite and transgender people are known and are collectively treated as part of the transgender group. Trans people have, throughout history, been excluded from various spaces, including education, with transphobia, which is hatred and aversion to trans people, the main vector that causes these exclusions. However, even in the face of an alarming context of social vulnerability, transgender people have reached higher education, and this has been facilitated by a series of resolutions guaranteeing the right to the social name and, consequently, respect for gender self-identification in higher education. several levels. This qualitative research, anchored in the theoretical framework of Transfeminism, together with the discussion of several trans authors, of which the concepts of cisgenerity and transphobia are central, sought to understand how the policies of access and permanence of trans people occurred in Rio Grande do Norte (RN) Public Higher Education Institutions (IPES), and consequently, what were the demands of this segment in the IPES. To accomplish this goal the research was done in three steps: 1) A documentary analysis, to verify and identify if there are policies in IPES of our state that are focused on the demand of the trans population; 2) Semi-structured interviews to identify, through the speeches of the research collaborators, what their demands are when they arrive at the IPES and 3) A triangulation of the data where the result of the analysis plus the interviews were triangulated with the research author's story. Participated in this study 8 trans people from 4 IPES of the state of RN, The analyzes and interpretations were inspired by Bardin's Content Analysis where three thematic axes were systematized from the transcripts of the interviews. From these three thematic axes, we can see how the presence of trans people in the university space is marked by cracks, demands and (trans) formations. Regarding the results, supported by the axes, we observe: a) That although all and all are trans, there are differences and similarities between trans experiences in the academic space and these are permeated by various intersections; b) That transgender people present differentiated demands, in addition to those placed by IPES, ranging from corporeal demands to material subsidies, also suggesting the need for quotas; and c) Trans bodies are inventive because they are self-governing people and (trans) shape the academic space in which they are turning their struggles into concrete policies. Finally, this research opens the way to think and defend the demands and trans bodies in IPES, serving as a subsidy to think which policies could be more effective to guarantee not only the access, but also the permanence of trans people in this space.