Abstract
The present study sought to reflect on issues of gender, sexuality and sexual diversity in school, based on a bibliographic review, considering the recurrence of such discussions in the pedagogical practice in the 21st century. In order to understand the intrinsic relationship between education and sexuality, we guided this reflection in Foucault's studies (1984; 1995), Louro (1997; 1999; 2003; 2004), Butler (1999; 2002; 2003), as well as documents such as The National Curriculum Parameters - PCN's and the National Common Curriculum Base – BNCC, because we understand that the school plays a major role in the construction of knowledge. Thus, discussing new policies for the inclusion of gender differences and sexual diversity requires, on the part of the educators, to experience new forms of language use that can produce resistance to sexist or homophobic patterns. Including studies on gender, sexuality and diversity in the school curriculum is an inclusive pedagogical practice and respect for differences.
Highlights
The present study sought to reflect on issues of gender, sexuality and sexual diversity in school, based on a bibliographic review, considering the recurrence of such discussions in the pedagogical practice in the 21st century
This paper sought to analyze the epistemological pathways inherent to sexuality, sexual diversity and gender equity present in discourses produced in/by the school institution, based on the notions of sexuality and biopolitics devices present in History of Sexuality I – The will to knowledge Michel Foucault (1984). By this analysis, we intertwined with other theorists, as well as establish links with documents that deal with Brazilian education, such as the Law of Guidelines and The Base of Brazilian Education - LDB and the Common Curricular Base - BNCC
Reflection on issues related to sexuality, sexual diversity, gender equity, among others in the last two decades has proved itself as necessary, considering the sociocultural context in which public equity policies have been drawn in the Brazilian national scenario
Summary
Reflection on issues of gender, sexuality, sexual diversity and human subjectities have been a recurring subject in discussions about pedagogical making in the 21st century. It is important to say that such a concept begins to be generated within the feminist movement in Western societies since the 19th century In this sense, it is necessary to understand that gender relationships permeate various concepts and studies, from the construction of male and female roles, of the learning of these that form the subjects' subjectization, sexuality, the focus on violence against women, from discussions about masculinities, heteronormativity, homosexuality, to issues that can relate gender and power, highlighting that female subordination is not natural, static and immutable. These documents aim to ensure the scope of gender equality and respect for sexual diversity
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