Araújo, Francisco Roberto DinizSilva, Joelma de Castro da2025-12-172025-12-172025-10-13https://repositorio.ifrr.edu.br/handle/123456789/238This research aims to understand the role of Sociology teaching in addressing transphobia and the exclusion of non-binary identities within the school environment. The school, as a central space of socialization, often reproduces practices of invisibility and prejudice against trans people, reinforcing social inequalities. Based on a literature review and grounded in authors such as Butler (2009), Stryker (2021), Goffman (1988), Bourdieu (1992), and Xavier & Vianna (2023), the study analyzes the social construction of gender, stigma theory, and the symbolic violence experienced by dissident identities. It also considers official documents, such as the 1988 Brazilian Constitution, the LDB, and Supreme Court decisions that guarantee equality and human dignity. Organized around thematic axes, the research seeks to identify inclusive pedagogical practices that strengthen citizenship and democratic values within schools. In this sense, the study commits to a critical and emancipatory education, capable of valuing gender diversity and promoting a more just and welcoming educational environment.pt-BRAttribution 3.0 BrazilSociologiaTransfobiaIdentidades não bináriasEscolaInclusãotcc_especializacaoCIENCIAS HUMANASCIENCIAS HUMANAS::EDUCACAOCIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAOCIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::SOCIOLOGIA DA EDUCACAO