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.
