Micropolitics of exclusion: difficulties in access and permanence of transgender people in education

Abstract

It is intended to discuss in this article the difficulties that trans people present for access and permanence in educational environments. It is well known that transphobia - violence, prejudice and discrimination that trans people suffer - causes great difficulties and challenges in their lives, in all living spaces, and would not be different in educational institutions. Unfortunately, at school one also learns and teaches how to reproduce prejudice and disrespect for differences. The school and university environment are often so hostile to transgender people that early withdrawal from school often occurs. Even today (even if there are advances) the scene of a transgender person who has completed higher education is unusual; to the point that the news of a woman or a man completing a postgraduate degree gains enormous repercussion and notoriety especially in the media of digital media, such as social networks. In this sense, the work aims to problematize these difficulties by calling them as micropolitics of exclusion, based on a Foucaultian framework. Such micropolitics are produced in educational settings and generate discomfort and adversity for trans people, often forcing them to drop out of school. It should be noted that if there are few access policies, policies for permanence are still incipient and precarious.