Interseccionalidades entre o currículo e a educação para as sexualidades: o documento Curricular Referencial do Ceará em questão

Abstract

The present research aimed to investigate whether the intersections between the extended aspects of bodies, sexes, genders, and sexualities in the Curricular Reference Document of Ceará (DCRC) characterize it as a curricular device permeated by the concept of Education for Sexualities. By considering the curriculum as a space of multiplicities and disputes, we adopted two premises: the first refers to Education for Sexualities, which seeks to problematize and deconstruct discourses and practices naturalized by society, based on biologicisms, information about contraception and sexually transmitted infections (STIs) in an essentialist and universalizing bias, which are presented in the curriculum as the only possibility. The second explores the political tensions of disputes arising from the inherent constitutive demands of the curriculum. From this idea, we conducted a State of the Question (SQ), which allowed us to explore, from 23 studies, the main discussions, concerns, and theoretical bases of researchers in the scope of this research topic in the current state of science, besides fostering important reflections that propelled the development of this research. To achieve our objective, we examined the DCRC through a document analysis and conducted interviews with two curriculum developers who participated in the drafting of the document's text. The results, analyzed through Discursive Textual Analysis (DTA), shed light on the political disputes in curricular construction related to the axis of bodies, sexes, genders, and sexualities. It is also inferred that, although there were intentions on the part of the curriculum developers to explore other contents, strategies, and values, there was an impediment due to the historical-political context. It was possible to identify aspects of Education for Sexualities throughout the document, being addressed transversally across disciplines. It is considered that, despite the evidenced interdictions, the DCRC proves to be a potentially capable document of enabling the creation of extended curricular spaces in pedagogical practice, while proposing to guarantee and recover themes, proposals, concepts, and elements considered essential, representing a significant advance in the curricular field.