“I work gender and sexuality when the subject arrives in my classes”: the place of school in the discussions of gender and sexualities

Abstract

What has been the place occupied by schools in the discussion of gender and sexuality? This is the key question which directs the analyses presented in this article that deals with the questions arising from a research carried out in a postgraduate program in Education between the years 2015-2016. A problematizing question concerned with the approaches of gender and sexualities in the classes, in a planned way or not. We start from the premise that gender and sexuality are social organizers, a result of historical and cultural construction, which means that listening and dialoguing with teachers is to reinforce the idea that schools are not essences, but the fruit of relationships between individuals and society. In this sense, we are assuming the poststructuralist theoretical-methodological perspective, influenced by the Foucaultian studies, mainly from the notion of problematization as a way forward, linked to the history of thought, which does not propose to offer solutions, providing the opportunity to broaden the debate over research in the educational field, seeking the problematization as a possibility to conduct research in education.