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Introduction: The school environment remains unsafe for many trans people, where they are victims of discrimination, aggression, and bullying, resulting in socioemotional and physical harm to trans individuals. Intersectionality and minority stress are contributing factors in this already challenging education environment. In many cases, the voices of trans people are not heard or listened to at school; therefore, this study aims to listen to their school experiences in order to identify key areas for improvement. Method: This study implemented a narrative research approach where six in-depth interviews were completed with trans participants from the Basque Country, Europe, and the United States of America that focused on five dimensions: being a trans, the role of school, lack of teacher education and training, segregation by gender, and socioemotional wellbeing. The transcriptions of these interviews were coded using Nvivo software in categorical systems in a deductive and inductive way. Results: The results clearly showed that the binary society has a negative impact on trans people. In addition, the educational environment is still hostile for most of them, in which the lack of teacher training and gender identity content in the curriculum has a negative impact on trans people and their experiences at school. Discussion: The findings support the idea that socially ingrained binarism is detrimental to all those who step outside the norm. It can also be said that the earlier the transition is made, the better the effect (clinical as well as socioemotional) on their personal lives. For this early transition to occur, it is necessary to have access to information from an early age.
RESUMO
Resumen: En este trabajo se pretende analizar cómo se ha introducido la perspectiva de género en el currículum universitario, y más específicamente, en el grado de Ciencias de la Actividad Física y el Deporte. Para ello se ha realizado un análisis de contenido y de discurso de 763 guías docentes procedentes de 16 universidades españolas. Los resultados ponen de relevancia como la construcción del conocimiento, y las diversas formas como se puede transmitir conlleva distintas implicaciones para la mayor o menor transformación de las relaciones de género. Las aportaciones de este estudio pueden ser útiles para el diseño de propuestas pedagógicas que pretenden incluir la perspectiva de género y fomentar la transformación social desde la formación universitaria. (AU)
Abstract: This paper aims to analyze how gender perspective has been introduced in the higher education curriculum, specifically in the Physical Activity and Sport Sciences degree. Content analysis and discourse analysis of 763 syllabuses from 16 Spanish public universities were carried out. Findings reveal that construction of knowledge and the several ways it can be conveyed have distinct implications on changing gender relations. The article contributes to the design of new pedagogical proposals that aim to include the gender perspective and promote social changes from higher education. (AU)
Resumo: Este trabalho tem como objetivo analisar a introdução da perspectiva de gênero no currículo universitário e, mais especificamente, no grau de Ciências da Atividade Física e do Desporto. Para isso, foi realizada uma análise de conteúdo e discurso de 763 guias de ensino de 16 universidades espanholas. Os resultados mostram como a construção do conhecimento, e as várias maneiras de transmissão trazem implicações diferentes para o grau de transformação das relações de gênero. As contribuições deste estudo podem ser úteis para a concepção de propostas educativas que visam incluir a perspectiva de gênero e promover a transformação social do ensino universitário. (AU)
