2026-10-052026-10-052026-03-16ROCHA, Kaleo Mendes de Melo da. Escre(vivendo) as masculinidades trans: os processos educativos de gênero na constituição das subjetividades transmasculinas. Orientador: Lucélia de Moraes Braga Bassalo. 2026. 209 f. Dissertação (Mestrado em Educação) - Centro de Ciências Sociais e Educação, Universidade do Estado do Pará, Belém, 2026.https://portaldaposgraduacao.uepa.br/handle/riuepa/318AbertoEducação de gêneroTransmasculinidadesEscrevivênciaGender educationTransmasculinitiesWritingDissertaçãoCiências Humanas::EducaçãoCiências Humanas::Educação::Tópicos Específicos de EducaçãoEducação de gêneroThis dissertation, entitled “Writ(ing-Living) Trans Masculinities: Gender Educational Processes in the Constitution of Transmasculine Subjectivities,” addresses the following research question: which characteristics and elements compose the gender educational processes that culminate in the production of transmasculine subjectivation? The main objective of this study was to understand how transmasculine subjectivities are produced through gender educational processes. The specific objectives included: discussing trans masculinities and their tensions with hegemonic masculinity; analyzing the ambivalences of passability and phallocentrism in the constitution of these subjectivities; identifying strategies of subversion mobilized by transmasculine individuals in response to gender determinisms; and examining the impact of support networks and transmasculine teaching practices as spaces of epistemological and political displacement. This is a qualitative research grounded in post-critical epistemologies, adopting Escrevivência (writing-as-lived-experience) as a theoretical-methodological concept, in dialogue with Michel Foucault, Judith Butler, Raewyn Connell, and Paul B. Preciado. The narrative workshop “Writ(ing-Living) Transmasculine Experiences” functioned as the main methodological device, creating a space for listening, sharing, and producing narratives with adult transmasculine participants. The analysis is organized around three interconnected axes: (1) the tensions between trans masculinities and hegemonic masculinity; (2) the ambivalences of passability and regimes of gender intelligibility; and (3) the strategies of permanence, reinvention, and care that make life production possible in the face of normative pressures. By recognizing lived experience as a legitimate form of knowledge production, this research positions narrative as a discursive and political practice capable of challenging cisnormativity as a regime of neutrality and reinscribing transmasculine existences within the field of education. The study concludes that transmasculine subjectivation is not a migration between fixed gender poles, but rather a historical, relational, and strategic process of producing existence — one that infiltrates, displaces, and reconfigures hegemonic masculinity itselfPPGED - Formação de professores e práticas pedagógicas