School-based gender discourses: regulation and agency in adolescents with trans life experiences
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Abstract
Schools function as spaces for the socialization and circulation of gender discourses that regulate the life experiences of trans adolescents. The objective of this study was to understand the ways in which gender discourses influence the regulation and agency of adolescents with trans life experiences in educational institutions. To this end, a literature search on the phenomenon under study was conducted in the Scopus, Scielo, Dialnet, Google Scholar, Redalyc, and LA Referencia databases for the period 2021–2026, yielding 32 articles, which were subjected to a critical review using a categorical analysis aimed at identifying patterns and trends in academic production. The study highlighted the various ways in which gender discourses regulate the identity of adolescents with trans life experiences, shape their subjectivity and emotional experiences, and foster the development of forms of agency aimed at transforming school realities. In conclusion, the findings reveal the interdependence between regulation, the shaping of subjectivity, and forms of agency among adolescents with trans life experiences, as well as the need to strengthen context-specific research.
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