Além de pretes, trans: ações afirmativas para estudantes travestis e transexuais no ensino superior

Abstract

This study sets out to reflect on the ways in which affirmative action affects the educational trajectories of transvestite students, transsexual women and transsexual men at Uneb, through the lens of feminist studies. The thesis presented here analyses the processes of implementing affirmative action policies at Uneb and the consequent institutionalization of the system of reserving places for transvestite and transgender students, showing that this is still an inconclusive process in terms of guaranteeing not only access, but above all permanence. To do this, I take transfeminist and black feminist thinking as my starting point, which establishes theoretical and paradigmatic connections between feminism, gender studies and the transgender movement (JESUS, 2014). The notion of intersectionality, coined by black feminism, will be the analytical tool used to understand the multiple identities and identifications of subjects, as well as the oppressions that fall on bodies that do not conform to hegemonic models of race, class and gender. In this way, the analysis of affirmative action policies for trans students is thought of in the light of the notion of intersectionality, since the social conditions established historically require an analysis of the power structures that shape the inequalities operated in the institutional and cultural fields through representations, ideology and interpersonal relationships, which operate to exclude trans people from access to higher education (COLLINS, BILGE, 2021, CRENSHAW, 1991). To this end, different methods were used to understand and describe the universe of the research, including bibliographic and documentary research, and a systematic literature review (BOTELHO, L. L. R; CUNHA, C. C. de A; MACEDO, M, 2011; SAMPAIO R. F; MANCINI M. C., 2007). In addition to interviews with trans students entering the 2019 selection processes. The narrative interview was the methodological device adopted to understand the formative experiences and the intersections of affirmative action in the trajectories of trans students (FERREIRA, NACARATO, 2017). I conclude this study by stating that it is necessary to recognize that affirmative action policies are a social right, a conquest of the struggles led by the black and trans social movements, and that their implementation as a reparatory policy represents a struggle for social and epistemic justice, and must therefore guarantee the promotion of education for diversity and the creation of a network of protection and confrontation with institutional transphobia that enables their academic permanence.