Dissident Bodies, Childhood and School: Between Terror and the Rainbow
Gender-dissident children, Transgenderity; Perezhivanie; Childhood; Education.
This work arises from reflections and questions about studies of gender, sexuality and childhood diversity in their educational spaces. By observing that these themes are generally treated as areas of secondary knowledge and by analyzing the difficulties and symbolic and physical violence faced by gender-dissident children in the school space, we propose a dialogue with contemporary studies of gender and sexuality and how these themes have been presented in society. Thus, based on Lev Semionovitch Vygotski's Historical-Cultural Theory, the objective of this work is to understand the school experiences of gender-dissident children. To this end, we carried out an instrumental case study, in a private school in the D.F. education network, with a gender-dissident child who attends the initial grades of elementary school. Gender-dissident children are understood to be those who, in their gender performances, do not correspond to the expectations of the cisheteronorm. In this context, we problematize the concept of “universal child”, stating that there are childhoods, in the plural, and we present a section of the Western history of gender-dissident childhoods. We also discuss the social function of the school and the impacts of gender ideology on the relationship between education and society. The methodological proposal for the research is based on Historical-Cultural Theory, with experiences being our analytical unit. Studying gender-dissident children opens up possibilities in the educational field, moving from a perspective of avoiding violence to promoting the full potential of childhood.