Abstract
ABSTRACT: This study aims to analyze how sex education is inserted in the different versions of the National Common Curricular Framework (BNCC) and present teachers' perceptions about the context of narratives and disputes that intermediated its construction. This qualitative study used BNCC as a data source and semi-structured interviews with eight elementary-school teachers. We produced data using the Discourse Analysis technique, guided by the policy cycle formulated by Stephen Ball and Richard Bowe, whose procedures demonstrated that the incisive action of conservative political groups culminated in regressive policies in the field of sexuality, failing to show important dimensions in the final document. We understand that the omission of these issues in the curricular references favors the persistence of intolerance against sexual diversity and weakens the fight against prejudice and discrimination rooted in our society.
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