SCHOOL DESERCTION BY GENDER IDENTITY: AN ETHNOGRAPHIC STUDY OF TRAVETISTS, WOMEN AND TRANS MEN WHO EXPERIENCED SUBALTERNITY IN THE SCHOOL PERIOD.
This project seeks to understand the desertion of school by transvestites, trans women and men, after starting the construction of their gender identities and experiencing the transsexual transition, during the schooling period, under the aegis of subordination. In this sense we propose to dialogue with the concepts of Michel Foucault about power structure and Judith Butler about intelligibility, to think about the heteronormative norms and regulations that constituted mechanisms of control and abjection over undisciplined bodies in the school institution. Thus the general objective is to analyze the influence of the subordination experienced by trans people in public educational spaces and its impact on school dropout. This research starts from the following question: How does the subordinate process interfere with the construction of gender identity in transvestite people, women and trans men, resulting in school desertion? The hypothesis that will guide the research will be: School desertion occurs through the process of subordination, as a consequence of the power structure, as a mechanism of the relationship between power and truth, taken from the coerced for its functioning and the intelligibility of people's abject bodies. transvestites, transgender women and men, the non-coherence of norms between biological sex and gender identity. To achieve this project, the ethnographic methodology of participant observation will be developed.