COURSE PEDAGOGIC PROJECTS IN ANALYSIS:

GENDER AND SEXUALITY IN TEACHER EDUCATION

Abstract

The school space is uncomfortable with dissident sexual and gender performances and identities. It is common to find teachers who reproduce LGBTI+phobic violence, as well as those who recognize the feeling of inability to deal with this issue, demonstrating the intention to deconstruct paradigms by seeking to transform their pedagogical practices. In this sense, this article aims to identify whether and in what way gender and sexuality is present in ten (10) pedagogical projects of teacher training courses for basic education in two public universities in the city of Manaus - AM. A documental research was carried out, using the constructive-interpretative data analysis from a historical-cultural perspective. The results point to a presence-absence of the theme in the courses design and in the subjects’ structure that integrate them; it was noticed that the gender and sexuality discussion takes place in specific activities, but not transversally throughout the graduate course; it was identified that the discussion of this theme takes place explicitly, mainly starting from a biological discourse, and the debate on the theme is not identified as concretely established in the PPCs. The present work contributes to the reflection on the importance of an initial teacher training that discusses gender and sexuality and indicates the need for an initial and continuing training aimed at the deconstruction of cis-heteronormativity as an alternative to overcome the prejudice that interferes with the know-how in/of school as a space for reception, attentive listening, inclusion and equity, essential to a humanizing and emancipatory education.