The interpretation of biological knowledge and school as transphobic tools

Abstract

Transphobia is rooted in the educational space and ends up being validated daily, making it difficult for dissenting bodies to remain in this environment. The interpretation of biological knowledge is another tool that helps in this process, being used to judge the bodies as normal or pathological. The objectives were to analyze the inadequate use of biological knowledge to sustain transphobic discourses in schools, to know the consequences of exclusionary education and to identify alternatives for a more inclusive and diverse environment. This is a Systematic Bibliographic Review from a monographic work, with a 10-year period, following prisma parameters. It was identified that biological knowledge is used in order to categorize trans bodies, imposing what they should do, what their rights are and what places they should attend. In the school space, the infrastructure is planned to serve only cisgender people. This can be perceived in simple attitudes, such as the refusal to recognize trans and trav people by social name and the impediment of the use of bathrooms according to gender identity. The lack of preparation of teachers and management to deal with the theme, and the absence of gender debate in the school curriculum and in educational documents, such as bncc and pne support transphobia. In this context, cis students develop a certain revulsion for trans and trav students, excluding them from social and educational interaction. Thus, there is a need to include this theme in these documents to be discussed. In addition, the training of management and teachers and the inclusion of the theme in undergraduate courses are highly important aspects.