Exclusão de pessoas trans* e travestis : uma análise dos casos do ensino médio brasileiro

Abstract

This study analyzes the processes of dropout and exclusion of trans* and travesti individuals in Brazilian high schools, based on the assumption that the school, as a device of power, acts as a central agent in the perpetuation of transphobia, which violates the fundamental right to education. The general objective is to investigate the mechanisms of violence and marginalization that lead to school abandonment among this population. To this end, a qualitative research approach with an analytical-critical bias is adopted, grounded in Queer Theory and authors such as Michel Foucault, Judith Butler, and Kimberlé Crenshaw. The methodology consists of the analysis of a digital clipping of news stories published in the Brazilian media, with a time frame between 2022 and 2025, a period that covers the return to in-person classes after the COVID-19 pandemic and the developments of a national political context adverse to gender issues. The results demonstrate that the violence is systematic and multifaceted, beginning with the denial of identity through disrespect for the social name by peers, teachers, and administrators. This primary aggression escalates to exclusion from spaces such as bathrooms and sports activities, verbal harassment, public humiliation, and, in extreme cases, physical violence. The analysis indicates that institutional transphobia is a determining factor, with the negligence and connivance of the school structure in protecting students. Furthermore, transmisogyny is evidenced as a force that intensifies violence against trans and travesti female students. Such practices are the direct cause of dropout rates which, according to data from ANTRA, lead more than 70% of this population to not complete high school. It is concluded, therefore, that dropout is not an individual act of giving up, but rather a project of systematic expulsion orchestrated by a cis-heteronormative structure, revealing the ineffectiveness of existing protection policies and the urgency of a pedagogical, affective, and political transformation in educational spaces.