Abstract
This article arises through the biographical method applied to data collected in field research carried out with two black subjects, with male gender identity. Here, educational aspects that are intertwined with notions of race and gender will be gathered. To analyze the roles assumed by language in the action of construction of these subjectivities in contact with educational ideological devices. The professional performances of educators are analyzed as agents that produce perceptions of themselves and the world for subjects whose school trajectories are marked by repression. Violence appears as an epiphenomenon of violence internalized by raped students. One of the main inferences of violence found is through interpellations that interfere in the formation of the psychic life of subjects crossed by race and gender. The structuring national bases of eugenic public policies also appear as precursors of age-grade distortions and low educational esteem of trans blacks in schools.
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