GENDER, SEXUALITY, AND IN-SERVICE TRAINING
ETHICAL AND PEDAGOGICAL SHIFTS IN TEACHING PRACTICE
Keywords:
pedagogical practices, teacher education, gender and sexualityAbstract
This article presents an excerpt from a dissertation and aims to understand the conceptions and practices of four elementary school teachers regarding gender and sexuality, analyzing the shifts produced throughout five training sessions held during Collective Pedagogical Work Time (ATPC) at a public state school in Diadema, São Paulo, Brazil. This is a qualitative and intervention-based study grounded in the action-reflection-action perspective and articulated with studies on gender, sexuality, and critical teacher education. The discussions revealed a movement between silence and speech, marked by fear of addressing the topic and, simultaneously, by the desire to expand knowledge and gain confidence in teaching practice. The results indicate that in-service continuing education, based on listening and collective reflection, promotes ethical, affective, and pedagogical shifts, contributing to more inclusive and humanizing school practices.
Downloads
References
BRANTES, Kelly Cristina. Gênero e sexualidade: concepções e práticas pedagógicas de professoras dos anos iniciais do ensino fundamental. Dissertação (Mestrado em Gestão e Práticas Educacionais) – Universidade Nove de Julho, São Paulo, 2015.
BRITZMAN, Deborah. Is there a queer pedagogy? Or, stop reading straight. In: BRITZMAN, D. Lost subjects, contested objects: toward a psychoanalytic inquiry of learning. Albany: SUNY Press, 1999.
BUTLER, Judith. Desfazendo o gênero. Tradução de Renata Morais e Patrícia Vieira. Rio de Janeiro: Autêntica, 2003.
FOUCAULT, Michel. História da sexualidade I: a vontade de saber. 13. ed. Rio de Janeiro: Graal, 1988.
FREIRE, Paulo. Pedagogia da autonomia: saberes necessários à prática educativa. São Paulo: Paz e Terra, 2001.
FURLANI, Jimena. Educação sexual: possibilidades didáticas. 4. ed. Belo Horizonte: Autêntica, 2011.
GIROUX, Henry A. Professores como intelectuais: rumo a uma pedagogia crítica da aprendizagem. Porto Alegre: Artes Médicas, 1988.
LOURO, Guacira Lopes. Gênero, sexualidade e educação: uma perspectiva pós-estruturalista. 6. ed. Petrópolis: Vozes, 1997.
LOURO, Guacira Lopes. Um corpo estranho: ensaios sobre sexualidade e teoria queer. Belo Horizonte: Autêntica, 2013.
NÓVOA, António. Os professores e a sua formação. Lisboa: Dom Quixote, 1991.
VIANNA, Adriana; TEIXEIRA, Flávia. Infância e sexualidade: a difícil conjugação entre direitos e proteções. Cadernos de Gênero e Diversidade, Salvador, v. 1, n. 2, p. 16–29, 2012. Disponível em: https://portalseer.ufba.br/index.php/cadgendiv/article/view/12678. Acesso em: 16 out. 2025.
XAVIER FILHA, Constantina. Entre explosões e cortes na barriga: as curiosidades de Rafael. Educação e Pesquisa, São Paulo, v. 38, n. 1, p. 101–114, jan./mar. 2012. DOI: https://doi.org/10.1590/S1517-97022012000100008.
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright Policy
Articles published in the Revista Movimentos Docentes: Formação, Redes e Práticas Educativas are licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0).
This means that readers may share, copy, and redistribute the material in any medium or format, provided that the following conditions are observed:
- Attribution: the author(s) and the original source must be properly credited;
- Non-commercial use: the material may not be used for commercial purposes;
- No derivatives: the content may not be modified, adapted, or transformed.
Authors retain their copyright and grant the journal the right of first publication, ensuring recognition of authorship and allowing the non-commercial dissemination of their work in institutional repositories, personal websites, or academic networks, provided that the original publication is properly cited.
The journal supports the principles of Open Science and the democratization of knowledge, encouraging the ethical and responsible circulation of academic and teaching-related scholarly production.
