As constituições identitárias da transmasculinidade de um professor de escola pública de Maceió-Al: um estudo interpretativo

Abstract

With this research, I place myself in the field of transdisciplinary investigation of Applied Linguistics, which understands and conceives the subject involved in the process of social and political interaction, as “ideological and heterogeneous” (MOITA LOPES, 2006; FABRÍCIO, 2006), as “Fluid” (BAUMAN, 2001) and with “open, contradictory and unfinished identities” (HALL, 2006). Faced with this process of construction and constitution of the subject's identities, through postmodern perspectives, given the conditions for reflection on the recognition of cultural and political differences (COLLING, 2016; VERGUEIRO, 2015), I consider “transgender” as a set of several identities that constitute the subject's gender identity (JESUS, 2010; 2012; 2018; BENTO, 2006; 2010; 2012). Thus, my reflections developed here are linked to the socioconstructionist view of the discourse (MOITA LOPES, 2002; 2003), allying with the discursive dialogical conception, from the understanding of the interaction between the subjects (VOLÓCHINOV, 2017; BAKHTIN, 1997), in the case of (five) students and (one) teacher. In the midst of this theoretical-conceptual context, my main objective is to reflect on the gender identity constitutions that permeate the experience, sometimes professional or personal, of the transmasculity of a public school teacher in Maceió-AL. In relation to the methodology, I developed a qualitative study with an interpretive basis (FLICK, 2004; MOITA LOPES, 1994), in which were used: questionnaire, interview and observation, in order to have dimensions for the contextualization of the observed practices and for understanding about the problem (LÜDKE; ANDRÉ, 1986). The research questions, which supported the analysis, were: How does the teacher relate to the school community? How does the teacher analyze his trajectory at school, according to the identity constitutions, regarding his gender identity? What are the public policies related to the TRANS population and how are they articulated in the speeches given by the teacher? In this sense, through the discussions raised by the authors and by the authors regarding the theoretical-methodological implications regarding gender and identity issues, I conclude that the identity constitutions of the transmasculinity of a public school teacher in Maceió-AL, despite the his silence on some issues related to the TRANS population and his questions about a biologizing vision, he describes various processes of identification, sometimes due to the dimension of otherness, reflected and refracted by his speech, and sometimes by the social pacts that he establishes with his peers. Flowing identities are being constituted / constructed in the midst of a social and political universe, based on the notion of “postmodern subject” (HALL, 2006), whose visibility is gaining more space.