Diálogos sobre gênero e sexualidade no ambiente escolar: desafios para professoras da educação básica

Abstract

This paper discusses the importance of including the debate on gender in the school environment, emphasizing the need to prepare teachers to deal with this theme. The research presents a theoretical framework on the main challenges faced by teachers when working with gender issues in school, such as the lack of preparation and the resistance of some educators, students and families. In addition, topics such as sexual diversity and continuing teacher training are addressed. It also points to the need to promote a democratic and humanized education, as well as the use of art as a way to approach and sensitize students on the theme of gender. We understand that this theme in the school environment is quite broad and complex, ranging from issues related to the social construction of gender identities to the way these issues are manifested in the school dynamics and in the relationships between teachers and students. The challenges for basic education teachers are many, including the lack of adequate training, the resistance of some students and parents to discuss these topics, and the need to deal with situations of prejudice and discrimination. Based on this assumption, this study discusses the issue of dialogues on gender and sexual diversity. The objective is to understand the challenges of basic education teachers regarding gender and sexuality issues presented by their students. The specific objectives are: to discuss the theoretical bases of teacher training for basic education in relation to gender and sexuality issues; to analyze the discourse of the teachers of Escolinha Aliança regarding the issues of gender and sexuality presented by the school's students; triangulate the theoretical bases of basic education in teacher training with the gender relationship. methodological choice, we will have a qualitative approach and the realization of a case study through structural and individual interviews with teachers of the School, and the data analysis will be through the Content Analysis of Laurence Bardin (2011). Finally, to face these challenges, teachers need to be open to dialogue and constant learning, seeking information and resources that help them in the process of training and professional updating. In addition, it is essential that there is a culture of respect for diversity and difference in the school environment, which involves everything from the creation of institutional policies to the adoption of inclusive and gender-sensitive pedagogical practices.