Resumen

CARDOSO, Lívia de Rezende; GUARANY, Ann Letícia Aragão; UNGER, Lynna Gabriella Silva  y  PIRES, Manuella de Aragão. GENDER IN EDUCATION PUBLIC POLICIES AND CURRICULUM: FROM RIGHT TO INVENTIONS. e-Curriculum [online]. 2019, vol.17, n.4, pp.1458-1479.  Epub 27-Ene-2020. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2019v17i4p1458-1479.

In recent times, we have witnessed statements that materialize the effects of the conservative wave that hovers in the national territory. The school in this context is a priority battlefield, and is one of the main targets of vetoes and protests by civil society and political representatives, which sometimes materializes in education public policies changes. It is under such a political conjuncture and about educational rights conquered, specifically with regard to gender in recent decades, that we will deal here. When analyzing national laws, guidelines and bases, we highlight the public policies as the effects of different forces that struggle to capture behavior, form subjects and lead rationalities. From these analyses, we observed movements of enrollment of several excluded (or expelled) groups from the educational scenario, as well as encouraging their promotion positively in assessments and teaching materials. However, gender as a synonym for biological sex is the concept used primarily in documents and there is little promotion of deconstruction of gender norms and inventions of others modes of existence.

Palabras clave : Public Policies; Curriculum; Gender; Sexuality; Human rights.

        · resumen en Español | Portugués     · texto en Portugués     · Portugués ( pdf )