Abstract
In this article, I propose an analysis on gender from the escrevivência trans* movement. In the first section of this text, I discuss how trans* writing is enhancing trans* self-awareness, thus validating new ways of creating knowledge about these individuals from themselves, stimulating me to describe them instead of theorizing about their lives. In the second part, I discuss the rise of a trans* pedagogy that promotes teaching, expanding the representativeness of this knowledge, from a pedagogical approach based on the principles of teaching as a transgender person* (feminist self-revelation that strengthens/expands spaces for sharing trans* experiences), teaching about trans* (giving visibility to the trans* universe in teaching) and teaching through trans* epistemologies (stating that trans* teaching, besides being integrated to other practices of knowledge production, is, intrinsically, epistemological, that is, it produces knowledge).
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