As Políticas Públicas Educacionais Nacionais e suas ações para a Inserção da Diversidade Sexual e de Gênero nas Escolas

Abstract

The history of Humanity has been characterized by forms of inferiorization and abjection of some groups. Patriarchal Culture arises in turn, with the imposition that the position of women is always that of inferiority in relation to men. In addition, it disregards any condition of sexual orientation, other than heterosexual. In this way, the discussion that there is Sexual and Gender Diversity and that these issues need to be discussed at school, including the creation of public policies that support the inclusion of the theme Gender and Diversity in school, becomes increasingly emerging. It is in this sense that the objective of this dissertation is to analyze how the Brazilian Public Educational Policies in Elementary School I, related to issues of Gender and Diversity, are approached and organized. The research was carried out by the Postgraduate Program in Science and Humanities Teaching at the Federal University of Amazonas, campus Humaitá-AM. This is a research that analyzed national educational documents such as the Law of Directives and Bases (BRASIL, 1996), The National Education Plans (BRASIL, 2001; 2014) and the National Curricular Common Base (BRASIL, 2018). This research analyzed the Sexual and Gender Diversity content within such documents and their expectations about the insertion of these themes in the school. For this, it needed a qualitative approach, of the documentary type using content analysis (BARDIN, 2016), based on post-critical theories of educational research as the theoretical field of Gender Studies and Cultural Studies with some contributions from Studies queer. Regarding the theoretical framework in the textual construction before the analysis, contributed theoretically: Santos Filho and Melo (2014), Canabarro (2013), Louro (1997; 2000), Woodward (2000), and Silva (2000). For the analysis of these documents, we have the main theorists: Dias (2017), Nogueira (2019), Moreira (2019), and Azar and Motta (2020). As a result of this research, we have that the Law of Guidelines and Bases of Education (BRASIL, 1996), The National Education Plans (BRASIL, 2001; 2014), and the National Curricular Common Base (BRASIL, 2018) present limited and timid initiatives, not always very clear. Such initiatives are limited or in the presentation of the text of these documents, in the execution and in the legitimation. Finally, there are still many gaps in the texts of national documents and their legitimation in Gender and Sexual Diversity from their elaboration to the way in which it is propagated in the media, society and school.