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      Childhood transgenderity under the perspective of elementary school teachers* Translated title: A transgeneridade infantil sob a ótica de professores de ensino fundamental Translated title: Transgeneridad infantil desde la perspectiva de los profesores de primaria

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          Abstract

          Objective:

          to analyze teachers’ conceptions about transgenderity in childhood and to identify the possibilities and limits of working with these children in the school context.

          Method:

          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.

          Results:

          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.

          Conclusion:

          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.

          Translated abstract

          Objetivo:

          analisar as concepções de professores sobre a transgeneridade na infância e identificar as possibilidades e os limites de trabalho com essas crianças no contexto escolar.

          Método:

          pesquisa qualitativa, realizada com 23 professores de duas escolas municipais de ensino fundamental. Para produção do material empírico, empregaram-se entrevistas semiestruturadas. Como recurso analítico recorreu-se à técnica de análise de conteúdo, modalidade temática.

          Resultados:

          no conjunto do material empírico, emergiram seis categorias temáticas: Transgeneridade na infância existe; A construção de identidade e papéis de gênero na infância; A vivência de crianças trans no contexto escolar; Crianças trans: como lidar?; Discutir as diferenças em sala de aula: é o caminho?; Dilemas da interação escola e família . Constatou-se que a dicotomia de gênero é reforçada na sala de aula, ocasionando tensões e divisões estereotipadas para os papéis masculino e feminino. Diversas formas de violência vêm sendo reproduzidas por coleguinhas e professores, que por falta de conhecimento ou despreparo reforçam concepções e atitudes que levam à manutenção da exclusão.

          Conclusão:

          as escolas têm dificuldades para promover a inclusão de crianças trans. Faz-se necessária a criação de estratégias voltadas para a sensibilização e capacitação dos profissionais que compõem o ambiente escolar, sobretudo os professores das séries iniciais.

          Translated abstract

          Objetivo:

          analizar las concepciones de los docentes sobre la transgeneridad en la infancia e identificar las posibilidades y límites de trabajar con estos niños en el contexto escolar.

          Método:

          investigación cualitativa, realizada con 23 profesores de dos escuelas primarias municipales. Para la producción de material empírico se utilizaron entrevistas semiestructuradas. Como recurso analítico se utilizó la técnica de análisis de contenido, modalidad temática.

          Resultados:

          de todo el material empírico surgieron seis categorías temáticas: La transgeneridad en la infancia existe; Construcción de roles de identidad y género en la infancia; Experiencia de los niños trans en el contexto escolar; Niños trans: ¿cómo tratarlos? Discutir las diferencias en el aula: ¿es el camino?; Dilemas de la interacción escuela y familia . Se verificó que la dicotomía de género se refuerza en el aula, provocando tensiones y divisiones estereotipadas para los roles masculino y femenino. Compañeros y profesores vienen reproduciendo diversas formas de violencia, por desconocimiento o falta de preparación refuerzan conceptos y actitudes que sostienen la exclusión.

          Conclusión:

          las escuelas tienen dificultades para promover la inclusión de niños trans. Es necesario crear estrategias dirigidas a sensibilizar y capacitar a los profesionales que integran el entorno escolar, especialmente a los docentes en los grados iniciales.

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          Most cited references57

          • Record: found
          • Abstract: found
          • Article: not found

          Consolidated criteria for reporting qualitative research (COREQ): a 32-item checklist for interviews and focus groups.

          Qualitative research explores complex phenomena encountered by clinicians, health care providers, policy makers and consumers. Although partial checklists are available, no consolidated reporting framework exists for any type of qualitative design. To develop a checklist for explicit and comprehensive reporting of qualitative studies (in depth interviews and focus groups). We performed a comprehensive search in Cochrane and Campbell Protocols, Medline, CINAHL, systematic reviews of qualitative studies, author or reviewer guidelines of major medical journals and reference lists of relevant publications for existing checklists used to assess qualitative studies. Seventy-six items from 22 checklists were compiled into a comprehensive list. All items were grouped into three domains: (i) research team and reflexivity, (ii) study design and (iii) data analysis and reporting. Duplicate items and those that were ambiguous, too broadly defined and impractical to assess were removed. Items most frequently included in the checklists related to sampling method, setting for data collection, method of data collection, respondent validation of findings, method of recording data, description of the derivation of themes and inclusion of supporting quotations. We grouped all items into three domains: (i) research team and reflexivity, (ii) study design and (iii) data analysis and reporting. The criteria included in COREQ, a 32-item checklist, can help researchers to report important aspects of the research team, study methods, context of the study, findings, analysis and interpretations.
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            • Record: found
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            • Article: not found

            Guidelines for psychological practice with transgender and gender nonconforming people.

            (2015)
            In 2015, the American Psychological Association adopted Guidelines for Psychological Practice with Transgender and Gender Nonconforming Clients in order to describe affirmative psychological practice with transgender and gender nonconforming (TGNC) clients. There are 16 guidelines in this document that guide TGNC-affirmative psychological practice across the lifespan, from TGNC children to older adults. The Guidelines are organized into five clusters: (a) foundational knowledge and awareness; (b) stigma, discrimination, and barriers to care; (c) lifespan development; (d) assessment, therapy, and intervention; and (e) research, education, and training. In addition, the guidelines provide attention to TGNC people across a range of gender and racial/ethnic identities. The psychological practice guidelines also attend to issues of research and how psychologists may address the many social inequities TGNC people experience.
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              • Record: found
              • Abstract: found
              • Article: not found

              Suicide risk in trans populations: An application of minority stress theory.

              Drawing on minority stress theory, the present study tested the relations of minority stressors (i.e., experiences of prejudice and discrimination, internalized antitrans attitudes, fear of antitrans stigma), social support (i.e., friend, family, and significant other support), and substance use (i.e., drug and alcohol use) with depression and suicide risk in a sample of trans individuals. Depression was examined as a mediator of the relations of minority stressors and social support with suicide risk; drug and alcohol use were examined as direct correlates of suicide risk. Participants were 335 trans-identified individuals, diverse in gender identities (e.g., trans men, trans women, nonbinary gender identities). They were recruited using online social networks and they completed the study survey online via Qualtrics. Structural equation modeling was used to test hypothesized relations. Depression fully mediated the relations of perceived experiences of discrimination, fear of antitrans stigma, and friend support with suicide risk, and partially mediated the relation of internalized antitrans attitudes with suicide. Drug use was positively associated with suicide risk, whereas alcohol use was not linked with suicide risk. Exploratory comparisons across gender subgroups suggested that the pattern of relations among study variables was consistent across trans men, trans women, and individuals with nonbinary gender identities. These findings point to minority stressors, friend support, and drug use as potentially fruitful targets of prevention and intervention efforts to reduce depression and suicide risk in trans populations. (PsycINFO Database Record
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                Author and article information

                Journal
                Rev Lat Am Enfermagem
                Rev Lat Am Enfermagem
                rlae
                Revista Latino-Americana de Enfermagem
                Escola de Enfermagem de Ribeirão Preto / Universidade de São Paulo
                0104-1169
                1518-8345
                28 June 2021
                2021
                : 29
                : e3459
                Affiliations
                [1 ]Universidade Federal da Paraíba, João Pessoa, PB, Brazil.
                [3 ]Universidade Federal da Paraíba, Centro de Ciências da Saúde, João Pessoa, PB, Brazil.
                Author notes
                Corresponding author: Francisca Vilena da Silva E-mail: enfvilena@ 123456hotmail.com https://orcid.org/0000-0001-7405-1319

                Authors’ Contribution:

                Study concept and design: Francisca Vilena da Silva, Luana Rodrigues de Almeida, Sandra Aparecida de Almeida. Obtaining data: Francisca Vilena da Silva, Renata Dantas Jales, Ivoneide Lucena Pereira, Sandra Aparecida de Almeida. Data analysis and interpretation: Francisca Vilena da Silva, Luana Rodrigues de Almeida, Jordana de Almeida Nogueira, Sandra Aparecida de Almeida. Statistical analysis: Francisca Vilena da Silva. Obtaining financing: Francisca Vilena da Silva. Drafting the manuscript: Francisca Vilena da Silva, Renata Dantas Jales. Critical review of the manuscript as to its relevant intellectual content: Francisca Vilena da Silva, Luana Rodrigues de Almeida, Jordana de Almeida Nogueira, Sandra Aparecida de Almeida.

                All authors approved the final version of the text.

                Conflict of interest: the authors have declared that there is no conflict of interest.

                Associate Editor: Lucila Castanheira Nascimento

                Author information
                http://orcid.org/0000-0001-7405-1319
                http://orcid.org/0000-0002-6064-8816
                http://orcid.org/0000-0003-1763-4635
                http://orcid.org/0000-0003-1365-8912
                http://orcid.org/0000-0002-2673-0285
                http://orcid.org/0000-0002-2183-6769
                Article
                00351
                10.1590/1518-8345.3792.3459
                8253356
                34190949
                e9bf2a38-e680-4cf0-9492-27e0024ac8c0
                Copyright © 2020 Revista Latino-Americana de Enfermagem

                This is an Open Access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

                History
                : 2 December 2019
                : 13 December 2020
                Categories
                Original Article

                transgender persons,gender dysphoria,gender identity,preschool child,child rearing,faculty,pessoas transgênero,disforia de gênero,identidade de gênero,pré-escolar,educação infantil,docentes,disforia de género,identidad de género,preescolar,crianza del niño

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