This dissertation is about the work in the state of Rio de Janeiro of the The Marjorie Marchi School of Critical Education and the TRANSformation in access torights (EFCMM), a project created by the Conexão G Group for LGBT Citizenship for Favela Residents, and the construction of a new grammar of access to rights based on this school. The EFCMM was designed to strengthen peripheral trans women and transvestites, especially black women, widening their knowledge and defense resources on issues such as racism and LGBTTQIAP+ citizenship. The aim of this work was to reflect on how the methodology developed by the School breaks with legal epistemicide and creates new strategies for access to rights, simultaneously disputing hegemonic narratives. Based on Pajubarian ethics and with cartographic inspiration, the Participatory Action Research method was used to conduct interviews, and narrative analysis was used to interpret the data collected. This research challenged academic and legal formality by proposing a writing that mixed theoretical bases with personal field diary accounts, using unconventional channels of speech enunciation, such as music and photography. It was through my experience with two classes at the Majorie Machi Critical Training School, in Complexo do Alemão and Duque de Caxias, and through getting to know the research subjects, the eleven students in the Duque de Caxias class and the popular educators, that this research was designed. The theoretical lens chosen was the decolonial perspective, favoring Brazilian trans and transvestite authors, alongside the research subjects situated as epistemic protagonists. In the legal field, the law is situated as a tool ofthe Racial Contract, highlighting the exclusion of the research subjects from its scope of protection. In the end, the transformative and emancipatory potential of the EFCMM s political action was demonstrated through the concrete experiences of the subjects who are central to this work.