TRANS CHILDREN AND ADOLESCENTS IN SCHOOL: RIGHTS, INSTITUTIONAL SUPPORT, AND CHALLENGES TO INCLUSION

Abstract

This article aims to analyze Brazilian scientific production on the schooling of transgender children and adolescents, seeking to understand how studies address rights, experiences of exclusion, institutional support, and institutional challenges within the school context. This qualitative bibliographic study was based on the identification, selection, and analysis of theses and dissertations available in the Brazilian Digital Library of Theses and Dissertations (BDTD), published between 2008 and 2025. Five dissertations and two theses met the inclusion criteria and comprised the analytical corpus. The findings show that, although legal and educational policies have strengthened the recognition of the rights of this population, significant challenges remain regarding the effective implementation of these rights in everyday school practices. The studies highlight the importance of continuous teacher education, institutional support, and the recognition of gender identity as essential conditions for the permanence, participation, and development of transgender students. The results indicate that ensuring the right to education for transgender children and adolescents requires the articulation of public policies, school culture, and pedagogical practices committed to human rights, equity, and respect for diversity.