Discursividades de discentes transexuais na Universidade Estadual de Goiás : um deslocamento de processos identificatórios

Abstract

This master’s thesis is about a research carried out with the intention to take a discursive look on how transsexual students dislocate identifiable processes through its discursive practices in the context of State University of Goiás (UEG). I research on how those discursive practices allow the restructuring of other discourses about transsexual identity in the academic context. I start from this hypothesis: transsexual students’ being present in a graduation course generates a dislocation in their identity constitution, for this context provides contact with other knowledge, causing changes in their discursive inscriptions and identity practices. The general objective of this research is to analyze the identity construction of transsexual students in this University, trying to understand how they outline their transsexuality in academic practices. The specific objectives are: 1) to notice if there is rearticulation of meanings about identity issues through academic practices experienced by transsexual people; 2) to understand how transsexual students get the idea of the academy as a place of reflection about transsexual identity; 3) to analyze the possibility of deconstructing standard discourses (power exercises) about transsexual people’s physical practices in college education (UEG). To do so, I select, as a theoretical and methodological axis, an inter/transdisciplinary approach. It includes Discourse Analysis, specifically in the terms of Foucault, in dialogue with Cultural Studies, and studies about gender identity and transsexuality. For data collection, I used the AREDA proposal (Analysis of Discourse Resonance in Open Statements), out of speeches of a transsexual woman and a transsexual man, both students and collaborators of this research. The material engendered for this discussion and the data analysis are made up by structured questions and the collaborators’ respective answers adapted to the formal writing modality. The discussion hints to the fact that the discursive practices of the transsexual students allow the resizing of their identities and the reframing of their social roles and places. The transsexual students resist when they speak, creating other ways to say what has already been said or is being said, and stimulate the decrease of oppressive discourses about gender in UEG. In this scenario, speaking involves creating themselves in discourse, in a game of subjectivities production, power relations, historical positions and subjective practices, because, in this analytic discursive space, history crosses linguistics for the constitution of the transsexual student. Therefore, I identify a positive collaboration of transsexual students in order to think discursivities that corroborate less essentialist and prejudiced point of views in the college education context.