Universidade Federal da Paraíba, João Pessoa, PB, Brazil.
Universidade Federal da Paraíba, Centro de Ciências da Saúde, João Pessoa, PB, Brazil.
Rev Lat Am Enfermagem. 2021 Jun 28;29:e3459. doi: 10.1590/1518-8345.3792.3459. eCollection 2021.
to analyze teachers' conceptions about transgenderity in childhood and to identify the possibilities and limits of working with these children in the school context.
a qualitative research study, carried out with 23 teachers from two municipal elementary schools. Semi-structured interviews were used to produce empirical material. As an analytical resource, the content analysis technique, thematic modality, was used.
six thematic categories emerged in the set of empirical material: There is transgenderity in childhood; The construction of gender identity and roles in childhood; The experience of trans children in the school context; Trans children: How to deal with?; Discussing the differences in the classroom: Is this the way?; and Dilemmas of school and family interaction. It was found that the gender dichotomy is reinforced in the classroom, causing tensions and stereotyped divisions for male and female roles. Various forms of violence have been reproduced by classmates and teachers, who, due to lack of knowledge or to unpreparedness, reinforce concepts and attitudes that lead to the maintenance of exclusion.
the schools find it difficult to promote the inclusion of trans children. It is necessary to create strategies aimed at raising awareness and training the professionals who make up the school environment, especially teachers in the initial grades.
分析儿童时期教师对跨性别者的概念，并确定在学校背景下与这些儿童一起工作的可能性和局限性。
这是一项定性研究，研究对象为来自两所市立小学的 23 名教师。采用半结构化访谈来生成实证材料。作为分析资源，使用了内容分析法的主题模式。
在实证材料中出现了六个主题类别：儿童时期存在跨性别现象；儿童时期的性别认同和角色建构；跨性别儿童在学校环境中的经历；如何应对跨性别儿童；讨论课堂上的差异：这是正确的方式吗？以及学校和家庭互动的困境。研究发现，性别二分法在课堂上得到了强化，导致了男女性别角色的紧张和刻板划分。各种形式的暴力已经被同学和老师复制，他们由于缺乏知识或准备不足，强化了导致排斥的概念和态度。
学校发现难以促进跨性别儿童的融入。有必要制定旨在提高意识和培训构成学校环境的专业人员的策略，特别是在初始年级的教师。
