The national curriculum guidelines “bring concepts and themes about sexual diversity to school work and curricula” (Adriana SALES; Leonardo Lemos de SOUZA, 2012, p. 29), but are silent about transvestites².
The transvestite and also transsexual women and men from “the perspective of relations between gender and body subvert[m] the common and ordinary about gender and sexual differences” (SALES; SOUZA, 2012, p. 36) and gender is not more determined by the body, but from this body “which is now much less biological and much more cultural” (SALES; SOUZA, 2012, p. 36), where elements of the so-called male and female genders and sexes are intersected in a different way. continuously or not.
The supposed difficulty of intelligibility of these bodies becomes a recurrent justification for the violation of rights resulting from transphobia³, including in the educational system.
The fact is that the school, which in theory should be a place of unconditional respect, has had difficulties in dealing with transvestites, transgender women and men, mainly by adopting postures that transform it into “police school, church-school, school- court, guided by sophisticated technologies of power centered on the discipline of bodies and the regulation of pleasures” (William Siqueira PERES, 2009, p. 249). The intensity of discrimination and disrespect in this space invariably leads to “dropout or expulsion from school, which consequently contributes to marginalization” (PERES, 2009, p. 245).
Thus, dropping out of school constitutes a very concrete possibility, in view of the interference that the various violation situations produced in the school performance of these people. “Perhaps it is productive to think that it is not transsexuals and transvestites who drop out of school, but the school that drops them. (Dayana Brunetto Carlin dos SANTOS, 2010, p. 176).
1. Social Name
Ordinance No. 1612, of November 18, 2011, of the Ministry of Education, in Article 1, ensures that transvestites, transgender men and women who have not corrected their first names in their documents, have the right to choose a nominal treatment in acts and procedures promoted within the scope of the Ministry throughout the national territory (BRASIL, 2011).
This ordinance becomes vital in the process of reinserting and maintaining transvestites and transsexuals in the school environment, as it seeks to prevent them from being named by their civil name, a situation that, according to them, “raises feelings of pain, anger, suffering and revolt” (SANTOS, 2010, p. 157).
2. School truancy, sexual exploitation and prostitution
Outside the formal education system, transvestites and transsexual women find it difficult to enter the formal job market, becoming potential victims of abuse and commercial sexual exploitation in all regions of the country.
The enticement process also involves strategies for redefining the female identity in a body with male genitalia, especially for transvestites “perceived with exacerbated, unruly and problematic sexuality” (Alan de Loiola ALVES, 2011, p. 4), even being blamed for for the exploitation to which they are victims. This situation can be observed in speeches, based on common sense, which seek to mischaracterize them, “removing the character of people in development and subjects of rights” (ALVES, 2011, p. 4).
In addition to sexual exploitation, marked by endless hours of work and the abusive collection of rents, tolls and fines, these “girls” are exposed to other types of violence, such as the improvised application of industrial silicone to create or enlarge breasts, thighs and buttocks. ; application or ingestion of female hormones without medical supervision; and the “violence practiced by the police, pointing out that they are victims of physical aggression and theft of belongings, especially cell phones and the money earned from the sexual program” (ALVES, 2011, p. 07).
It is necessary to point out that prostitution and sexual exploitation are different categories, and thus must be analyzed. Prostitution, like any human activity, is plural and takes on varied contours in the interpretation of many transvestites and transsexual women. On the other hand, it should be noted that transvestites and transgender women “do not live off prostitution alone” (Luma Nogueira ANDRADE, 2012, p. 16).
However, for many of them, prostitution is a place of extreme importance, where their gender identities are not questioned, in addition to being “a space that provides autonomy, insofar as it enables financial income and, above all, as a means and possibility of existence” (Gustavo Artur MONZELI; Roseli Esquerdo LOPES, 2014, p. 225).
In this logic, the contexts of prostitution are no longer considered only as a place of exposure, exploitation and violence, to be understood as important spaces of sociability (Marcos Renato BENEDETTI, 2005). The corner, then, takes the form of a “stage where each one gives their show” (Larissa PELÚCIO, 2005). The prostitute, even if momentarily, becomes the agent of the action, assumes the role of the dealer and seeks to establish the rules for "closing" the deal.
It is not about a romanticized view of prostitution, but about trying to hear the voices that echo from the corners and poorly lit sidewalks of big cities, muffled by speeches laden with good intentions, present in academic works that, in most cases, deal with prostitution in a derogatory, objectifying way, discussed from the perspective of sexual exploitation.
3. SOME CONSIDERATIONS
The same educational system that expels transvestites and transsexual women takes advantage of this situation to produce academic research problematizing situations that have been repeated without solutions for decades.
This same system avoids admitting its guilt in this process and asking how it manages to remain so hostile towards their presence?
It is imperative and urgent that Brazilian society does not shirk the responsibility of bringing these issues up for debate. In this process, it is essential that the educational system dialogue with the social movement and review its curriculum guidelines and political-pedagogical projects in order to promote and guarantee “an effective confrontation of homophobia/transvestiphobia/transphobia and stigmatization processes” (PERES, 2009, p. 262).
Although prostitution is pointed out as a significant space for the survival of transvestites and transsexual women, this cannot be the only possibility. It cannot be interpreted as a continuity of trans identities.
Prostitution must be a possibility and not a destination.
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Footnotes
¹ Black transvestite, PhD in Education from the Federal University of Paraná, professor, researches ethnic-racial relations, African and Afro-Brazilian art, gender and sexual diversity, works in the social movement of black men and women and in the LGBT movement.
² Although Sales and Souza specify in their research the question of the transvestite person, we extend this situation to transsexual men and women.
³ Fear, disgust, shame of relating to transvestites and transsexuals. (PERES, 2009, p. 245).
REFERENCES
ANDRADE, Luma Nogueira. Transvestites at school : subjection and resistance to the normative order. Thesis. Doctorate in Education. Federal University of Ceará, 2012.
ALVES, Alan de Loiola. Travinha na quinta: the commercial sexual exploitation of transvestite teenagers. Available at: < http://www.itaporanga.net/genero/3/10/14.pdf >. Accessed on May 2nd. 2014.
BENEDETTI, Marcos Renato. All done : the body and gender of transvestites. Rio de Janeiro: Garamond, 2005.
BRAZIL. Ordinance No. 1612, of November 18, 2011 . Available at: < https://arpen-sp.jusbrasil.com.br/noticias/2933591/portaria-assegura-uso-de-nome-social-de-transexuais-e-travestis-em-orgaos-do-mec> . Accessed on 12 Feb. 2019.
MONZELI, Gustavo Artur; LOPES, Roseli Esquerdo. Transvestility, prostitution and possible meanings . Occupational Therapy Notebooks, UFSCar, São Carlos, v. 22, no. Special Supplement. 02, 2014, p. 220 – 227.
PELUCIO, Larissa. At night, not all cats are gray . Notes on transvestite prostitution. Notebooks Pagu n. 25, Jul.-Dec. 2005, p.217-248. Available at:< http://www.scielo.br/pdf/cpa/n25/26528.pdf>. Accessed on 18 Jul. 2018.
PERES, William Siqueira. Scenes of announced exclusions: transvestites, transsexuals, transgenders and the Brazilian school. In: JUNQUEIRA, Rogério Diniz (Org.). Sexual diversity in education: problematizations about homophobia in schools . Brasília: Ministry of Education, Secretariat for Continuing Education, Literacy and Diversity, UNESCO, 2009.
SALES, Adriana; Leonardo Lemos de SOUZA. Narratives of transvestite students: representations and beliefs about school. In: SOUZA, Leonardo Lemos de; SALGADO, Raquel Gonçalves (Org.). Childhood and youth in the Brazilian context: genders and sexualities . Cuiabá, MT: EdUFMT, 2012.
SANTOS, Dayana Brunetto Carlin dos. Cartographies of transsexuality: the school experience and other plots. Dissertation (Master in Education). Federal University of Paraná, 2010.
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