Educação, gênero e diversidade: ressignificando espaços e identidade uma intervenção didática

Abstract

This work presents a didactic intervention on Gender and Diversity carried out in a Full-Time High School (EEMTI) in Ceará. The intervention was developed within the elective subject "Gender and Diversity", aiming to promote critical reflections on gender and diversity issues, re-signifying spaces and identities. Grounded in a sociological approach, the proposal sought to connect theory and practice to foster respect for diversity, encouraging students' protagonism as agents of social transformation. The work proposed lesson plans addressing key concepts of gender, diversity, and identity, linking them to the students’ experiences and realities. These lesson plans were structured based on Historical-Critical Pedagogy, which guides education as a transformative practice aimed at human emancipation through critical understanding of reality. This pedagogical approach sought to articulate school knowledge with social experiences, enabling students not only to acquire knowledge but also to question power relations and the social structures that sustain inequalities. The research highlighted the importance of school as a space for socialization and transformation, promoting a more inclusive and equitable education aligned with contemporary demands for social justice and respect for differences.