Educação, gêneros e justiça social: incluir e integrar juventudes trans

Abstract

Public and private contexts are experienced in processes of socialization and identity construction. Particularly during the transition to youth, recognition, support, and protection are common and desired axes. When one of the processes is linked to gender identity and a formative life project, the inclusion and integration of diversity and identity expressions can be associated with socio-educational spaces. The coming out of the closet of trans youth to the stage (public sphere), via the living room (domestic-family sphere), is not an easy "performance." It is complex and accumulated in many layers of fear and insecurity, reflecting a prejudiced and violent society. In social contexts, it is important to consider the potential of certain spaces as fertile and conducive to a critical approach to identity issues, capable of fostering dialogue and providing a more respectful and tolerant coexistence among the diverse expressions of gender identities and sexualities (Butler, 2021). The social role of these spaces must be collaborative, being of fundamental importance for the promotion of equality and the adoption of effective measures capable of guaranteeing well-being, integrity and dignity in institutional settings, strengthening access to social justice and citizenship (Campos; Cavalcanti, 2020). The objective of this work is to present the importance of education in combating prejudice and violence against dissident bodies, based on the narratives of members of a socio-educational project and high school, both linked to the public sphere, in Salvador. As a partial result, the main concepts, attitudes, and reflections absorbed and narrated by trans youth throughout their life stories and relational contexts were listed. We also sought to understand how youth identity construction occurs (Abramovay; Castro, 2015) within the context of gender and sexual diversity. A qualitative approach was used, based on the life stories of self-identified trans youth aged eighteen and older. The methodology is framed within an interdisciplinary framework with a feminist-queer bias, utilizing qualitative recruitment and outreach procedures with young people involved in educational experiences (whether public schools or socio-educational programs), residing and enrolled in the Salvador Metropolitan Region for the year 2024. The instruments listed are: a field diary and a questionnaire through a digital platform (systematized and objective questions). Finally, interviews based on topical life stories on the axes of identity, alterities, and recognition, drawn from the broader sample, including only self-declared trans and transvestite individuals. The results of the analysis point to the relevance of active listening, representation, and the collective construction of policies and practices that recognize young people as subjects of rights and agents of social transformation.