Docência, gênero e sexualidade na educação infantil: a parentalidade lgbtqia+ em debate

Abstract

Homoparental families are increasingly present in early childhood education, which requires institutions to be prepared to serve this audience without being tied to beliefs, customs, or religion. Despite the presence of gender and sexuality diversity in the school context, many teachers struggle to address homoparental families in their classrooms, often opting to "stay uninvolved." This has led to a rise in studies analyzing the inclusion of these families and students in public institutions. The data were collected through bibliographic research using databases such as SciELO, BDTD (Brazilian Digital Library of Theses and Dissertations), and CAPES. Keywords were combined with Boolean operators: (“gender and sexuality” AND "teachers" AND “early childhood education”) and (“homoparental families” AND “homoaffective families” AND “education”). The research employed participant observation, and data collection was conducted in an early childhood education institution in Dourados. A total of 33 staff members were interviewed in person, with interviews lasting approximately 10 minutes and following a predefined script. The results indicate that the local government does not provide continuing education on family diversity and/or gender and sexuality for early childhood education. This lack of training leads to a gap in knowledge among teaching staff. Additionally, it was found that the institution where data were collected does not promote inclusive events for diverse family structures nor addresses these topics as a matter of discussion among its staff.