Gênero e sexualidade: análise crítica e humanizadora do Currículo Paulista da etapa Ensino Médio

Abstract

The current work makes a critical approach to the question of the role of pedagogical practices carried out in relation to the Currículo Paulista in the High School stage regarding gender and sexuality issues. During this process, this search’s intention is denounce the historical-social practices of gender and sexual violence that are promoted by educational institutions and in society by erasure or reductioning sex education in the teaching of Biology and in the other areas of knowledge foreseen by the school curriculum. Therefore, this work seeks to analyze and highlight the trends of conventional perspectives - in this case, conservative - in which the current curriculum is supported, by proposing critical pedagogical practices with the interest of overcoming fatalisms inside the teaching and learning process in school spaces. Thus, this academic work has the intention to bring some light about the liberating pedagogy through the deconstruction of generating themes in order to transcend the concrete realities of the students within an autonomous and humanizing education. For this, in this work, a qualitative analysis was carried out with documentary research of the Paulista Curriculum stage High School based on Paulo Freire's problematizing perspective methodology, and with the Delizoicov's three pedagogical moments about educational emancipation, in addition to the contribution of studies on gender and sexuality developeds by Guacira Lopes Louro and Nilson Fernandes Dinis.