Trans* subjectivities in the higher education curriculum

Helma De Melo Cardoso, Alfrancio Ferreira Dias
This article seeks to problematize the production of trans bodies, abnormal bodies that occur in the production of their genres from the narrative of trans teachers in northeastern universities. Interviews were used in order to locate, describe and problematize the discursive practices of the curriculum in this educational space, focusing on gender norms, heteronorm, and the observation of cracks in hegemonic norms. For that, inspiration was sought in queer analytics, which defends a
more » ... ty and fragmented view in opposition to the hegemonic identity/binary thinking about sexuality and gender studies. Six trans* teachers from northeastern higher education institutions were interviewed. From the analysis, the fixed identities and the hegemonic discourses that imprison them in the binary of the sexes were problematized, taking the body itself as a political power that drives the ruptures operated in the relations of the curriculum.
doi:10.20952/jrks2112305 fatcat:wictiqry2bafjpnnygvjh37qyy