Transgender and Transvestite Teachers in the School Context: between established and outsiders

Abstract

This paper analyzes social aspects involved in the emergence of transgender (male-to-female) teachers at school. We use the notions of outsiders and heteronormativity to analyze
how these teachers remain in the teaching profession. We believe that the emergence of such teachers is related to new positions relative to notions of gender in human rights policies, specifically the struggles of social movements.
Finally, we argue that the emergence of these teachers cannot be
understood as suspension of heteronormativity, but as the emergence of new issues to consider in the school environment.