The emerging of a gender discourse in education: the differences in the school space

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.

Recontextualização do Texto da Política de Inclusão de Estudantes com Deficiência: os (Des)Caminhos da Educação inclusiva

“…Relato de Pesquisa Dessa forma, há uma ruptura no que a BNCC propõe e o público-alvo o qual será contemplado, uma vez que o documento normativo indica a formação de cidadãos, tendo sido pensada e orientada para a sociedade brasileira, com o intuito de gerar uma formação humana integral e para a construção de uma sociedade justa, democrática e inclusiva (BNCC, 2018). Contudo, a BNCC deixa valas ao excluir de seu texto os assuntos, por exemplo, relativos à sexualidade, gênero, pessoas trans, acessibilidade, pessoas com Transtorno Global de Desenvolvimento (TGD) e superdotação (Freire, 2018;Orrú, 2018;Rios & Vieira, 2020). Ressalta-se que é estabelecido um discurso sobre igualdade social e respeito às diferenças que se torna ilusório, pois não apresenta nenhum tipo de garantia a fim de que seja de fato cumprido (Abramowicz & Tebet, 2017), bem como trata do conceito de qualidade e das variáveis do processo de ensino-aprendizagem de forma insuficiente a fim de contemplar todos os estudantes inseridos nas escolas de todo o país.…”

Production Analysis and Scientific Mapping on Active Methodologies in Web of Science

“…There are multiple sources to stop and delve into to understand how new advances in education and pedagogy are developing [12,13], and growing if we unite education and technology [14][15][16] observing that the pedagogical and methodological principles prevailing in the 21st century must be based on Personalization by turning school activities into meaningful and authentic experiences. These activities are based on their own needs and learning rhythms with a vision of education that goes beyond the acquisition of specific knowledge or skills, and that can be configured as creative, divergent, and open activities.…”