Diversidade sexual na educação básica: um estudo sobre estratégias para inserção das temáticas no cotidiano escolar

Abstract

The debate involving Sexual Education in the school space is an old issue in the history of Education in Brazil. What was previously debated only with a hygienist bias, in the present century requires debating on sexual diversity and gender expressions. Thus, the discipline of Sociology designed for high school becomes relevant to enable debates within the classroom. The research is the product of acting as a professor of Sociology and the experience in a High School located in a municipality in the Metropolitan Region of Fortaleza (RMF). Through the participant observation method, the activities carried out by the school's students were monitored regarding the emergence of the so-called “Sendler Movement”, whose objective was to debate gender and sexuality at school, with the students themselves as the main protagonists. When young students perceive themselves as subjects of rights and with a voice within society, they move in a way to transform what is around them. With regard to school life, these young people are faced with sexist, LGBTphobic discourses and pedagogical practices that despise so-called minority groups. Thus, the interest of the research turned to understand how the students' movements, from pedagogical activities, act in the school space bringing themes from their daily lives outside and inside the school. The research has a qualitative character, analyzes of documents related to Education in Brazil were carried out; semi-structured interviews and informal conversations. We present a brief history of Sexual Education in Brazil and Ceará, as well as the importance of drafting legislative texts regarding the debates on sexual and gender diversity and the impact on school curricula. We elaborated a brief ethnography about the school, contemplating its internal movements, its pedagogical plan based on human rights and its pedagogical strategies to deal with the theme under discussion and the protagonism of the students.