“Tá pensando que travesti é bagunça?!” Decolonialidade e resistência nas experiências escolares de travestis e transexuais de Macapá, AP

Abstract

The research is shaped by a social cut carried out by the transvestites and transsexuals of Macapá when from their experiences in formal education at the basic level and in what way these experiences have made them or know how to handle their daily lives. We present a discussion of the phenomena that lead to the practice, veiled or not, of the exclusion, prejudice and marginalization of transvestites and transsexuals in the school space. The study has the following problematic: how, in their school experiences, transvestites and transsexuals resisted and faced the various forms of prejudice? In this sense, for the development of the research we seek, as a general objective, to investigate how transvestites and transsexuals resisted and constructed their ways of coping with the various faces of prejudice, in their school experiences, in the reality of basic education in Macapá. Thus, we discuss the following specific objectives: a) to understand the methodological perspective that would guarantee us a sensitive listening with the collaborators of the research, so that we would be able to deal with their narratives; b) discuss the theoretical and conceptual characteristics of decolonial studies in the face of the main categories that permeate these studies (Decoloniality, Body and Education, Transvestite and Transsexual Corporalities, Subaltern Thoughts, Necropolitics, Intercultural Education and Social Movements); and c) identify the processes of resistance and confrontation produced by the research subjects when analyzing the capillarities of hegemonic power, sheltering, in this space of writing, a place to present their life histories in the school context. Thus, the text is organized under the approach of Qualitative Research in the perspective of the Participant Research, a methodology that tends to approach and insert the collaborators in the process of scientific production and that, because of this focus, goes to meet Decoloniality, epistemology that sustains and it transversalizes this investigation and has in the subalternized subject the necessary voice for the overcoming of the colonized versus colonized relation. As a result, we find that school is still a hostile place and poses a danger to the lives of transvestites and transsexuals, due to the hegemonic logic of gender binarism and heteronormativity, although they are aware that their continuance in basic education is a factor indispensable in the qualification that prepares them for life. However, through a comprehensive interpretation of the narratives of these people in their school experiences in the city of Macapá, Amapá, we could perceive that they build their resistances operating, above all, through the formation of networks of friendships, which, on the other hand, places of support and security so that they can freely express their transvestities and transsexualities in the school space. In this way, we conclude that they transgress and act counterhegemonically to the established power when, instead of segregating and compartmentalizing themselves, as biopower prevails, they tie ties of brotherhood with their peers and other school officials in order not to suffer, passively, the consequences of segregation, and exclusion