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.