Resumo

LEITE, Vinicius Souza Magalhães  e  MEIRELLES, Rosane Moreira Silva de. CURRICULAR PERSPECTIVES OF GENDER AND SEXUALITY IN THE SCIENCE AND BIOLOGY TEACHING: disputes in the PCN and BNCC?. Revista Teias [online]. 2021, vol.22, n.especial, pp.28-47.  Epub 18-Fev-2023. ISSN 1982-0305.  https://doi.org/10.12957/teias.2021.61586.

The National Curriculum Parameters (PCN) and the National Common Curricular Base (BNCC), both curricular documents that were or are in force in the country, acted as the corpus of analysis of this research, which aimed to characterize the approaches of gender and sexuality within the scope of science and biology teaching, from the perspective of these documents. The search with the descriptors /gender/ and /sexuality/ in the PCN pointed out the presence of reductionist, essencialist and reproductive biases, but also the presence of critical approaches of post-structuralist biases regarding to the promotion of equality and valuing the diversity of individuals. Regarding BNCC, no results were obtained by searching /gender/ and only two results were seen with /sexuality/, completely related to the biologizing bias. It was possible to conclude that BNCC represents an unprecedented setback, in addition to a clear attack on curricular, pedagogical, educational and inclusive public policies. There is an urgent need for discussions and reflections regarding the role of curricular documents in the construction of knowledge that surrounds gender and sexuality through the science and biology teaching

Palavras-chave : PCN; BNCC; curriculum; gender; sexuality.

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