Políticas de ações afirmativas voltadas à população trans nas universidades federais: do diagnóstico nacional aos desafios locais enfrentados por mulheres trans e travestis

Abstract

The inclusion and retention of trans students in higher education still face significant challenges, marked by exclusion, symbolic violence, and cisnormative institutional practices. This study integrates analyses of institutional policies in Brazilian federal universities with an investigation of the experiences of trans women and travestis at the Federal University of Sergipe (UFS). In the first part, an exploratory and quantitative study was conducted in 69 institutions through documentary analysis of institutional websites and direct email contact, seeking ordinances, resolutions, and regulations directed at trans individuals, including quota programs, financial aid, specialized transgender healthcare services, and the use of social names. It was observed that 92.7% of institutions adopt social names, 46.4% have specific quotas, and only 18.8% provide specialized ambulatory care, with the Northeast region standing out with 39.2% of affirmative actions. However, significant gaps remain, such as the absence of adapted identification and specialized services, limiting full inclusion. In the second part, an observational, cross-sectional study was conducted with 10 trans and travesti students at UFS, selected via snowball sampling. Data were collected through an online questionnaire and analyzed using descriptive statistics and cross-tabulations in R software, addressing sociodemographic characteristics, academic experiences, perceptions of transphobia, inclusive policies, and institutional support. Most participants were young and low-income, reporting exclusion since pre-university education. At the university, 70% reported experiencing transphobia, isolation, and harassment, with negative impacts on mental health. The absence of inclusive policies and trans representation was unanimous, and cross-analysis showed associations between transphobia, isolation, harassment, and feelings of powerlessness. Although predominantly positive relationships with fellow students are observed, institutional barriers persist that contribute to the increased complexity of academic trajectories and may jeopardize the retention of trans people in higher education.The convergence of both studies indicates that, despite advances in access to higher education, the retention of trans and travesti students is still compromised by institutional transphobia, lack of identity recognition, absence of retention policies, and socioeconomic vulnerability. These findings underscore the need for more robust and comprehensive policies, including affirmative actions, psychosocial support, institutional training, and administrative practice reforms, to foster an inclusive, safe, and equitable university 8 environment that ensures not only access but also dignity and academic continuity for trans individuals.