TRANSGENERIDADE MASCULINA E EDUCAÇÃO: UMA REVISÃO DE LITERATURA À LUZ DOS ESTUDOS DE GÊNERO E SEXUALIDADE

Abstract

This study aims to present what research indicates regarding male transgender identities, taking the categories of gender and sexuality as the theoretical framework underpinning the investigation, in dialogue with education. To this end, it discusses the main perspectives within gender studies and the theory of performativity (Judith Butler, 2023); gender, sexuality, and education (Berenice Bento, 2014, 2011, 2008; Guacira Lopes Louro, 2013, 2010, 2007, 2004, 1997); as well as the contributions of Michel Foucault (1988, 1979), which elucidate how discourse operates in the constitution, regulation, and maintenance of power within society. The study adopts historical- dialectical materialism as its scientific method, consistent with its qualitative nature, and is grounded in a rigorous bibliographic review conducted in the Brazilian Digital Library of Theses and Dissertations (BDTD/CAPES), in addition to scientific articles, books, and papers presented at academic conferences. The findings highlight the urgency for educational institutions to invest in professional training aimed at addressing issues related to gender and sexual diversity, increasingly present in everyday school contexts, as well as to promote actions that foster their social recognition and inclusion within the educational sphere.