O lugar das discussões de gênero e sexualidade no ensino de história : estudo de caso sobre o município de Senador Rui Palmeira (1997-2020)

Abstract

The following work aimed to investigate the place of discussions of gender and sexuality in History classes in the Final Years of Elementary School in public schools in the municipality of Senador Rui Palmeira, northeastern Sertão. Initially, a literature review was carried out on the themes of gender and sexuality regarding masculinity and femininity attributed to rural men and women as cultural onstructions that historically formulated a strong and rude figure for individuals, treating femininity as a synonym for weakness. This culture contributes to the spread of prejudiced and violent practices towards men and women who are classified as “effeminate” and “masculinized”, respectively. Parallel to this, documentary research was carried out, using Laurence Bardin's “Content Analysis” (2016) as methodological support to analyze the presence or absence of themes in official Education documents between 1997 and 2020, namely: National Education Plans - PNE (2001-2010 and 2014-2024); the State Education Plans – PEE of Alagoas (2006-2015 and 2016-2026); the Municipal Education Plan – PME by Senador Rui Palmeira (2015-2025); the National Curricular Parameters –Education PCN (1997-1998); the Curricular References of the State of Alagoas – ReCAL (2010, 2014, 2019); the National Common Curricular Base – BNCC (2015-2017); Transversal Themes (PCNs - 1998); Transversal Themes (BNCC - 2019) and resolutions. We also carried out a case study (2022) with four teachers who teach History in the municipality identified above. As a result, it was discovered that there is a lack of knowledge of gender and sexuality issues among teachers; that the “Free School” bill, linked to “Gender Ideology”, produced untrue information and derogatory speeches about the approach to themes in the school space. It can also be seen that, gradually, the theme of this study was included and then excluded from official curricular documents. But the absence of terms in the documents and in the complementary training of teachers did not interfere in their didactic-pedagogical practice, since they were unaware of the themes of gender and sexuality in official documents. Finally, it is concluded that the themes analyzed are still seen as taboos and that the discourses of “Gender Ideology” and “Free School” contributed and continue to contribute to their silencing in curricular documents, although discussions of the themes can help to reduce various types of violence and stereotypes. Therefore, the teaching of History is capable of problematizing the cultural and educational practices intrinsic to the formation of socio-historical identities (being a man and being a woman), which suffer interference from the political interests of institutions, such as religious beliefs that seek preservation of the “good customs” of the traditional family, as opposed to the reduction of prejudice, violence, sexual abuse and discrimination against straight cis-gender women and LGBTQIAP+ people, especially in the northeastern Sertão.