Estudantes trans e educação básica : uma análise político-institucional do reconhecimento nas políticas educacionais da Paraíba

Abstract

Educational policies, in their formulation, reflect practical exercises of various powers, such as economic, political-institutional, social, and religious power (Martins, 1993). Thus, the theme of this monograph is the educational policies recognizing trans individuals (transsexuals, transgender people, and travestis) in basic education. The guiding research question is: how is the recognition process of trans individuals (transsexuals, transgender people, and travestis) occurring through educational policies in the basic education system of the State of Paraíba? The general objective is to understand how the recognition process of trans individuals in basic education is taking place through the educational policies of the State of Paraíba. To achieve this, the specific objectives are: to contextualize transsexuality, educational policies, and regulations related to guaranteeing access and permanence of trans individuals in basic education in Brazil; to describe, based on available data, the situation of trans students in the public state school system of Paraíba; and to analyze how the recognition process of trans students is occurring through legislation within the educational policies of basic education in Paraíba. The research adopts a qualitative methodological approach (Flick, 2004), based on bibliographic and documentary research methods (Gil, 2017), guided by the sociological theoretical framework of Axel Honneth’s Theory of Recognition (2009), complemented by Laval (2016) and Dardot & Laval (2019). During the analysis of the intersubjective spheres of recognition (love, rights, and solidarity), it was possible to understand that in the sphere of love, there is disrespect involving mistreatment and violations through psychological violence and expulsion from home (ALPB, 2022); in the sphere of rights, there is deprivation of the right to live with family without discrimination, conditionality of the effectiveness of the right to use a social name upon family authorization, deprivation of the right to be respected by educators, and deprivation of the educational right to school permanence (ECA/1990); in the sphere of solidarity, there are offenses through discrimination by staff, students, teachers, and administrators in state public schools; lack of regular pedagogical training on education and combating discrimination against gender identity (goal 13 of the State Education Plan), as well as the individualization of structural educational problems, such as school dropout, through emotional self-management. Educational policies have also involved disputes among various powers, such as the state legislature and the Public Prosecutor's Office of Paraíba, regarding the effectiveness of the right to use a social name by trans students in schools. Therefore, it is concluded that the recognition process of trans students in the educational policies of Paraíba occurs through manifestations in the spheres of love, rights, and solidarity (Honneth, 2009), which limit the full development of self-confidence, self-respect, and self-esteem of these students by prioritizing educational actions oriented toward exclusion and market competition (Laval, 2016; Dardot & Laval, 2019) to the detriment of actions aimed at guaranteeing rights within the family and school environments.