Gênero e sexualidade na educação: uma discussão da gestão escolar, a partir de autobiografia e análise documental

Abstract

This work is the result of a documentary and autobiographical research that analyzes how the public policies for education after de National Curricular Parameters (PCN) approaches gender and sexuality. The objectives of this study were: to research and define concepts related to gender and sexuality; analyze public policies that discuss gender and sexuality and present how these themes are worked in these public policies, through a search for terms in their guiding documents; discuss how the emergence of gender and sexuality issues in public policies influences the school. The methodology was based on a documentary analysis of the guiding documents of public policies in education after the PCN, and an autobiography of the researcher in relation to the subject of study. The theoretical support for the narrative of life history was Marie-Christine Josso (2007) and for discussions of gender and sexuality were Judith Butler (2017), Guacira Lopes Louro (2014) and Regina Facchini (2005). For the interweaving of the subject with school, management and public policies in education, the theoretical references were Tomaz Tadeu da Silva (2000, 2004) and Heloisa Lück (2015). It was concluded that there is no homogeneity in the way in which gender and sexuality are approached in public policies, being these themes sometimes omitted; on occasion, worked superficially or in a broad way. Chronologically, there is also no standard, which points the need for individual and management effort, so that these issues are discussed in public policies, in teacher training and in educational management.