Gênero e sexualidade no ensino de ciências: uma análise das diretrizes curriculares em nível nacional, estadual (Piauí) e municipal (Teresina)

Abstract

Considering the relevance of understanding the curricular documents that guide the teaching of Science, this article aims to investigate the approach to gender and sexuality themes in the Science Curricular Guidelines at the national, state, and municipal levels, from a comparative perspective between the current educational context and the Parâmetros Curriculares Nacionais (PCN, 1998). In this way, the present research is justified by the need to discuss this issue based on documents that guide Science teaching. Using a qualitative, exploratory approach and the use of

documentary research with data analysis proposed by Bardin (2016), it was possible to achieve the defined objectives. The results show that there is limited mention of sexuality in the national Science curriculum, with no curricular guidance regarding gender. In regional curricula, a persistent limited treatment of this theme is observed, with references restricted only to sexuality. This suggests that the PCN related to sexual orientation was not adequately considered in the formulation of these documents. Regarding reflections, in an alarming context of violence against LGBTQIAPN+ people in Brazil, public policies, teacher training, and effective curricular support are considered fundamental factors for promoting an education that values diversity as an essential part of society.