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                <text>PROFESSORAS TRAVESTIS E TRANSEXUAIS:&#13;
saberes docentes e pedagogia do salto alto</text>
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                <text>Fernando Seffner</text>
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                <text>No cenário educacional brasileiro, professoras travestis e transexuais são cada vez mais visíveis, e provocam repercussões em geral ligadas ao preconceito e à discriminação que sofrem. Este texto indaga sobre as consequências pedagógicas e educacionais da presença de professoras travestis e transexuais em sala de aula. Entrevista um grupo destas professoras em diversos estados do Brasil, busca identificar os elementos que&#13;
caracterizam a ação delas em sala de aula, e chega à proposição de uma “pedagogia do salto alto”. Nesta modalidade pedagógica se conjugam dois elementos fortes, ser mulher e ser professora. A pedagogia do salto alto diz de uma atuação pedagógica que escapa da&#13;
tradicional figura sem corpo e sem sexo da professora. Ao contrário do que se poderia pensar, certo grau de erotismo e de produção da mulher que “habita” a professora, longe de “desvirtuar” o espaço da sala de aula, pode originar uma potência de afetos que redunda em uma profissional mais qualificada e envolvida com seu trabalho, e em uma mulher que se assume como adulto de referência frente aos  jovens."</text>
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                <text>Pedagogia do salto alto</text>
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                <text>&lt;a href="http://www.curriculosemfronteiras.org/index.htm"&gt;Currículo sem Fronteiras&lt;/a&gt;</text>
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                <text>In the Brazilian educational scenario, transvestite and transsexual teachers are increasingly visible, and cause repercussions generally related to the prejudice and discrimination they suffer. This text investigates the pedagogical and educational consequences of the presence of transvestite and transsexual teachers in the classroom. Following the careers of a group of these teachers in several states of Brazil, we tried to identify the elements that characterize their action in the classroom, and reached the proposition of the "high heels pedagogy". In this pedagogical modality two strong elements are combined, being a woman and being a teacher. The "high heels pedagogy" is about an educational activity that evades the traditional bodiless and sexless figure of the teacher. Some degree of eroticism and woman production that "inhabits" the teacher, far from "misrepresent" the space of the classroom, can give a power of friendship and affection. This power affects produces a more qualified teacher and professional involved with their work. A woman who is assumed as an "adult reference" to the young students.</text>
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                <text>v. 15, n. 2, p. 445-464</text>
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                <text>https://www.curriculosemfronteiras.org/vol15iss2articles/seffner-reidel.pdf</text>
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                <text>É permitida a reprodução e a exibição para uso&#13;
educacional ou informativo, desde que respeitado o crédito ao&#13;
autor original e citada a fonte (https://ecos.unb.br). Permitida a&#13;
inclusão da obra em Repositórios ou Portais de Acesso Aberto,&#13;
desde que fique claro para os usuários esses “termos de uso” e&#13;
quem é o detentor dos direitos autorais, o Laboratório de&#13;
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respeitado o crédito ao autor original. Essa licença é compatível&#13;
com a Licença Creative Commons (by-nc-sa).</text>
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                <text>&lt;span&gt;SEFFNER, Fernando; REIDEL, Marina. Professoras travestis e transexuais: saberes docentes e pedagogia do salto alto. &lt;/span&gt;&lt;b&gt;Currículo sem Fronteiras&lt;/b&gt;&lt;span&gt;, Porto Alegre, Rio Grande do Sul, v. 15, n. 2, p. 445-464, maio 2015.&lt;/span&gt;</text>
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        <name>pedagogia da sexualidade</name>
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                <text>Quem ama sofre, quem sofre luta, quem luta vence: da conjugalidade entre travestis e seus maridos.</text>
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                <text>Este estudo, desenvolvido entre os anos 2009 a 2011, buscou conhecer e analisar alguns elementos que  organizam a relação de conjugalidade entre as travestis e seus maridos. Durante dois anos, estabeleceu-se um regime de acompanhamento de três casais que vivem na região metropolitana de Porto Alegre, envolvendo entrevistas e observação participante. Foi possível perceber o complexo jogo de adesão e resistência ao modelo heteronormativo de conjugalidade, produzindo uma agonística de forte tensão. Dois elementos se destacam nas estratégias de aliança entre esses casais: certa  circulação de atributos de masculinidade e feminilidade entre as travestis e seus maridos e um conjunto de disposições que ordenam a vida sexual, reificando as tradicionais expectativas de gênero e evitando performances que possam lembrar a relação das travestis com seus clientes na prostituição.</text>
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                <text>Sociedade e Cultura</text>
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                <text>https://doi.org/10.5216/sec.v15i2.22397</text>
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                <text>É permitida a reprodução e a exibição para uso educacional ou informativo, desde que respeitado o crédito ao autor original e citada a fonte (https://ecos.unb.br).Permitida a inclusão da obra em Repositórios ou Portais de Acesso Aberto, desde que fique claro para usuários esses “termos de uso” e quem é o detentor dos direitos autorais, o Laboratório de Educação, Informação e Comunicação Saúde (ECoS).Proibido o uso comercial. Permitida a criação de obras derivadas,desde que respeitado o crédito ao autor original. Essa licença é compatível com a Licença Creative Commons (by-nc-sa).</text>
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                <text>SEFFNER, Fernando; MÜLLER, Magnor. Quem ama sofre, quem sofre luta, quem luta vence: da conjugalidade entre travestis e seus maridos. &lt;strong&gt;Soc. e Cult.&lt;/strong&gt;, Goiânia, , v. 15, n. 2, p. 285-295, jul./dez. 2012.</text>
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                <text>https://revistas.ufg.br/fcs/article/view/22397</text>
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                <text>Transgender health, identity, and dignity</text>
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                <text>Este artigo aborda a construção de identidades políticas no movimento de travestis, mulheres transexuais e homens trans ao longo da última década no Brasil. Reúno diferentes materiais etnográficos a fim de localizar as transformações em tais construções, principalmente em relação ao modo como os marcadores sociais de classe e geração aparecem na polarização entre uma “fixidez” e uma “fluidez” de gênero no campo político. O material utilizado nesta análise é composto por observações de encontros ativistas, entrevistas com lideranças do movimento e observações do ativismo na internet. Organizo a análise a partir de situações de conflito, nas quais dois encontros são de especial interesse: o XVI Encontro Nacional de Travestis e Transexuais (2009) e o I Encontro Nacional de Homens Trans (2015), momentos marcados pela disputa em torno das categorias identitárias em questão.</text>
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                <text>CARVALHO, Mario. “Travesti”, “mulher transexual”, “homem trans” e “não binário”: interseccionalidades de classe e geração na produção de identidades políticas. &lt;strong&gt;Caderno Pagu&lt;/strong&gt;, Rio de Janeiro, Rio de Janeiro, (52), e185211, 5 de junho de 2018. &lt;a href="https://doi.org/10.1590/1809444920100520011"&gt;https://doi.org/10.1590/1809444920100520011&lt;/a&gt;</text>
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                <text>This article is based on an ethnographic analysis of the construction of political identities in the movement of travestis, transsexual women and trans men, or simply trans movement, over the last decade in Brazil. My efforts go towards bringing together different ethnographic materials in order to highlight the changes in such processes, especially in relation to how class and generation social markers appear in the polarization between a gender “fixity” and “fluidity” claimed in identity conformations in the political arena. The material used in this analysis is basically composed by observations of activists meetings, interviews with leaders of the movement and observations of activism on the Internet. The starting points of the analysis are conflict situations in the social movement. In this regard, two meetings are of particular interest. The first is the XVI National Meeting of Travestis and Transsexuals (2009), when there was an intense debate to formalize a “political definition” of the categories “travesty” and “transsexual” from the social movement. The second is the First National Meeting of Trans Men (2015), when activists held a long debate on the “political identity” of the movement. In this case, the disagreement arose when a group of young people expressed that the category “trans man” did not encompass their gender experience, since they recognized themselves as “non-binary”.</text>
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                <text>Os argumentos apresentados neste artigo partem de apontamentos etnográficos oriundos de pesquisa antropológica realizada entre travestis que se prostituem. A partir da análise dessas notas,  apresentam-se as categorias classificatórias acionadas pelas travestis que se prostituem a fim de, por esses termos, demarcarem diferenças pouco consideradas pelos formuladores de políticas de saúde, mas que são significativas para elas, pois se referem a maneiras singularizadas de subjetividades nas quais gênero, geração, classe e raça estão implicadas. Assim, procura-se explorar como esses marcadores sociais da diferença operam contextual e relacionalmente nas respostas que esses sujeitos têm elaborado frente à sistemática associação entre travestis e aids, e como esses eixos se enfeixam compondo experiências específicas do adoecer e do sofrimento, ao mesmo tempo em que permitem que as travestis mobilizem diversas estratégias de resistência e enfrentamento a processos de estigmatização. A discussão a ser empreendida vale-se do escopo teórico pós-estruturalista, bem como das contribuições do feminismo como crítica epistemológica.</text>
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                <text>Transgender women and men continue to encounter barriers, motivated by discrimination, in their daily lives and—although much less studied—in achieving a satisfactory career. The objective of this study is to describe transgender women’s and men’s labor market discrimination. A cross-sectional study was performed&#13;
using data from 384 participants who identified as having a gender different than the one assigned at birth. Regarding their current work situations, 33.85% of transgender women and 45.16% of transgender men stated that they do not have a current occupation. A good extend reported having been denied a job opportunity because of their gender identity. Those who do get a job are exposed to discrimination and receive little or no social support from their colleagues and their bosses. The present research reinforces the necessity of policies to guarantee inclusion, and permanence of transgender people in the labor market."</text>
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                <text>"O presente artigo trata do acesso e da permanência da população trans junto ao ensino superior. Paralelamente a uma revisão bibliográfica concernente ao tema, é apresentada uma pesquisa de campo composta por seis&#13;
entrevistas abertas com mulheres trans e travestis e uma entrevista com um&#13;
homem trans. Os sujeitos abordados pertencem a diferentes raças/etnias, classes sociais e frequentam diferentes universidades. Os resultados&#13;
apontam que o acesso à universidade foi facilitado por conquistas&#13;
específicas do movimento trans – como a implementação legal e o direito de utilização do nome social para travestis e transexuais em instituições de ensino que aderiram à legislação e nas avaliações nacionais como o ENEM&#13;
– e por conquistas mais amplas, destacadas as políticas governamentais&#13;
voltadas ao acesso de minorias étnicas e raciais de baixa renda, via oferta de vagas em universidades públicas federais e estaduais pelo sistema SISU, e oferta de bolsas de estudos em universidades privadas e confessionais,&#13;
pelo PROUNI. Também foi fundamental o recurso de projetos sociais,&#13;
como o “cursinho preparatório”, voltados a travestis e transexuais. Por&#13;
outro lado, ainda são isolados os casos de políticas públicas de permanência&#13;
relacionadas à população trans, inexistindo oferta e manutenção de políticas&#13;
públicas específicas. Foram relatadas dificuldades relativas ao pagamento&#13;
de matrícula e mensalidades da universidade; à utilização de banheiro&#13;
segundo o gênero de identificação; ao acesso à moradia estudantil e a&#13;
bolsas de auxílio-alimentação; e a falta de trato adequado por parte de&#13;
docentes e funcionárias/os não capacitadas/os a lidarem com pessoas trans.&#13;
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ambiente, contribuindo para a mudança de paradigmas; a aceitação das subjetividades; o reconhecimento de direitos; e o respeito à diversidade humana."</text>
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