Pessoas LGBT+ e suas Vivências Educacionais no Ensino Superior: Reconhecendo Violências.

This research aims to understand how LGBTphobia practices impact the educational experience of LGBT+ undergraduate students. From gender studies, the conception of identity is understood by means of performances and identity groups. The intersectionality concept is applied to understand the social markers in which individuals are inserted. To achieve this objective, 69 online questionnaires were applied to LGBT+ students in the undergraduate courses of a university in the state of Paraná. The analysis was developed by means of five thematic axes: participants' characterization, typification, and recognition of violence, belonging to the university, impact on educational experience, and report and confrontation policies. We evidenced that even if violence does not present significant data regarding academic performance, it produces discomfort and denial of experiences. That is, the LGBTphobia violence is observed in higher education, mainly in the form of delegitimization. For this reason, institutional policies are needed to boost the production and promotion of information on the LGBTphobia and to restrain discrimination in the educational space, so that the academic space can be transformed, becoming welcoming and safe even for those whose identities are still marginalized. [ABSTRACT FROM AUTHOR]