Educação para as diversidades de gênero e sexualidades nas escolas públicas de Sete Quedas/MS: percepções, práticas e desafios

Abstract

The present research, entitled Education for Gender and Sexuality Diversities in Public Schools of Sete Quedas/MS: Perceptions, Practices, and Challenges, linked to the research line Education, Teacher Training, and Educational Practices of the Graduate Program in Education, investigated the perceptions, practices, and challenges related to the inclusion of gender diversity and sexuality education in the Brazilian educational environment, with emphasis on public schools in the city of Sete Quedas/MS. To this end, the study sought to: (a) map scientific productions on the inclusion of sexuality education in the school environment; (b) identify educators’ perceptions regarding sexuality education and gender relations in schools; (c) investigate the existence of educational practices for addressing the topic, grounded in teachers’ narratives; (d) explore the main challenges faced in addressing issues related to sexuality education in schools; and (e) understand the gaps present in the training process and the training needs of teachers. Grounded in Feminist and Decolonial Studies, the investigation was developed through narrative research, combining analysis of scientific productions and field research with semi-structured interviews conducted with teachers from two public schools in Sete Quedas/MS, working in the early and final years of Elementary Education and in High School. Data analysis was organized into thematic axes. The results show that gender and sexuality are not absent from schools, but are marked by silencing. Furthermore, it was found that many teachers present conceptual difficulties regarding the topic, resorting to biologizing and essentialist understandings, which reveals weaknesses in their training. It was also observed that these issues are addressed in a sporadic and reactive manner, especially in situations involving bullying and prejudice. The study also identified that institutional insecurity, lack of pedagogical support, scarcity of materials, and documentary superficiality contribute to maintaining this silence. Despite this, the data point to possibilities for transformation, especially through continuing education and the construction of more inclusive and welcoming school practices.