Banca de QUALIFICAÇÃO: MICHEL TAVARES CALAÇA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : MICHEL TAVARES CALAÇA
DATE: 24/09/2025
TIME: 19:00
LOCAL: Sala do GEPEJA no Google Meet: http://meet.google.com/pzv-rnjg-zww
TITLE:

The DAM+ Project at the Municipal Reference Center for Youth and Adult Education (CREJA): Perspectives on an Anti-LGBTIphobic Education Experience

KEY WORDS:

CREJA; EJA; intersectionality; trans and ttransvestite women; pedagogical practices; DAM+ class.

PAGES: 84
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SPECIALTY: Educação de Adultos
SUMMARY:

For the sixteenth consecutive year, Brazil continues to lead the ranking of the country that kills the most transgender people in the world (ANTRA, 2025). In 2024, 122 trans and transvestite people were murdered in Brazil. Transgender and transvestite people also suffer from the problem of school dropout. Research (ANTRA, 2024) reveals that 70% did not complete high school, and 82% of trans and transvestite people between the ages of 14 and 18 dropped out of basic education due to a lack of institutional and family support, as schools are part of a conservative and CIS-colonial society (CIS with a "c" to highlight a binary and discriminatory society). Conversely, the Municipal Reference Center for Youth and Adult Education (CREJA), located in the city of Rio de Janeiro, implemented the DAM+ Project, creating an exclusive class for transgender, transvestite, non-binary, and transmasculine students in 2024. Thus, the objective of this research is to understand the experience of the DAM+ Project at CREJA from the perspective of the students, teachers, and administrators who participated in the project. Recognizing EJA as a space of disputes and potential, especially for historically marginalized individuals, the study seeks to understand how the institution has welcomed and dialogued with the specificities of these identities in the educational process. The research adopts the comprehensive interview methodology (KAUFMANN, 2013) and documentary analysis, from the DAM+ Project, using semi-structured interviews with students and professionals from the institution, in addition to documentary analysis of pedagogical projects and institutional records. Based on the theoretical contributions of queer and transfeminist studies, critical pedagogies, and intersectionality frameworks, the research analyzes how these students' school experiences challenge gender normativities and produce senses of belonging, resistance, and (re)existence in EJA.

Keywords: CREJA; EJA; intersectionality; trans and ttransvestite women; pedagogical practices; DAM+ class.

COMMITTEE MEMBERS:
Presidente - ***.268.462-** - SANDRA REGINA SALES - UFRRJ
Interna - 1742750 - JOYCE ALVES DA SILVA
Externo à Instituição - RENATO PONTES COSTA - PUC - RJ