<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982023000100191</article-id>
<article-id pub-id-type="doi">10.1590/0102-469841675</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[PROJETOS PEDAGÓGICOS DE CURSO EM ANÁLISE: GÊNERO E SEXUALIDADE NA FORMAÇÃO DOCENTE]]></article-title>
<article-title xml:lang="es"><![CDATA[PROYECTOS PEDAGÓGICOS DE CURSO EN ANÁLISIS: GÉNERO Y SEXUALIDAD EN LA FORMACIÓN DOCENTE]]></article-title>
<article-title xml:lang="en"><![CDATA[ANALYZING COURSE PEDAGOGIC PROJECTS: GENDER AND SEXUALITY IN TEACHER EDUCATION]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[GUIMARÃES]]></surname>
<given-names><![CDATA[EDUARDO BARBOSA DE MENEZES]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SILVA]]></surname>
<given-names><![CDATA[IOLETE RIBEIRO DA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[FERREIRA]]></surname>
<given-names><![CDATA[ISABEL CRISTINA FERNANDES]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ESPERANÇA]]></surname>
<given-names><![CDATA[ANGELO CABRAL]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Amazonas  ]]></institution>
<addr-line><![CDATA[Manaus Amazonas (AM)]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>39</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982023000100191&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982023000100191&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982023000100191&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: O espaço escolar recebe com incômodo performances e identidades dissidentes sexuais e de gênero. É comum encontrar docentes que reproduzem violências LGBTQIAPN+fóbicas, bem como aqueles que reconhecem a sensação de incapacidade de lidar com o tema, demonstrando a intenção de desconstruir paradigmas ao buscar a transformação de suas práticas pedagógicas. Nesse sentido, este artigo tem como objetivo identificar se e de que forma a temática gênero e sexualidade está presente em dez projetos pedagógicos de cursos de formação docente para a educação básica em duas universidades públicas da cidade de Manaus (AM). Foi realizada uma pesquisa documental, utilizando a análise construtivo-interpretativa dos dados a partir do pressuposto histórico-cultural. Os resultados apontam uma presença ínfima do tema na concepção dos cursos e nas ementas das disciplinas; percebeu-se que a discussão gênero e sexualidade acontece em atividades pontuais, mas não transversalmente ao longo da graduação; identificou-se que a discussão dessa temática, quando acontece explicitamente, parte principalmente de um discurso biológico, e o debate sobre o tema não é identificado como concretamente estabelecido no Projeto Pedagógico de Curso. O presente trabalho contribui para a reflexão sobre a importância de uma formação inicial docente que debata gênero e sexualidade e indica a necessidade de uma formação inicial e continuada voltada à desconstrução da cisheteronormatividade, como alternativa para superar o preconceito que interfere no saber-fazer na/da escola como espaço de/para o acolhimento, escuta atenta, inclusão e equidade, essenciais a uma educação humanizadora e emancipatória.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: El espacio escolar recibe performances e identidades sexuales y de género disidentes con malestar. Es común encontrar profesores que reproducen la violência LGBTI+fóbica, así como aquellos que reconocen el sentimiento de incapacidad para tratar el tema, demostrando la intención de deconstruir paradigmas al buscar transformar sus prácticas pedagógicas. Este artículo objetiva identificar si y de qué manera el tema de género y sexualidad está presente en diez proyectos pedagógicos de cursos de formación de profesores para la educación básica en dos universidades públicas en la ciudad de Manaos - AM. Se realizó una investigación documental, utilizando el análisis constructivo-interpretativo. Los resultados apuntan para una presencia insignificante del tema en la concepción de los cursos y en los programas de las asignaturas; se percibió que la discusión sobre género y sexualidad ocurre en actividades específicas, pero no transversalmente a lo largo del pregrado; se identificó que la discusión de este tema, cuando ocorre explícitamente, se basa principalmente en un discurso biológico, y el debate sobre el tema no se identifica como concretamente establecido en los PPC. El presente trabajo contribuye a la reflexión sobre la importancia de la formación inicial docente que discuta el género y la sexualidad e indica la necesidad de una formación inicial y continuada dirigida a la deconstrucción de la cis-heteronormatividad como alternativa para la superación del prejuicio que interfiere en el saber-hacer en la/de la escuela como espacio de/para la acogida, la escucha atenta, la inclusión y la equidad, imprescindibles para una educación humanizadora y emancipadora.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: The school space is uncomfortable for dissident sexual and gender performances and identities. It is common to find teachers who reproduce LGBTI+phobic violence and those who recognize their inability to deal with this issue, demonstrating an intention to deconstruct paradigms by seeking to transform their pedagogical practices. In this sense, this article aims to identify whether and how gender and sexuality are present in ten 'course pedagogical projects' (CPP) of teacher training undergraduate degrees in two public universities in Manaus, Brazil. We carried out documental research, using constructive-interpretative data analysis from a historical-cultural perspective. The results point out the little presence of the theme in the courses' design and subjects' syllabi. Discussions on gender and sexuality occur in specific activities but not transversally throughout the undergraduate course. When discussions explicitly take place, they are grounded on a biological discourse, and the theme is not concretely established in the CPPs. This work contributes to reflecting on the importance of pre-service teachers discussing gender and sexuality. It indicates the need for a pre-and in-service education aimed to deconstruct cis heteronormativity as an alternative to overcome the prejudice that interferes with the know-how in/of school as a welcoming space, open for careful listening, inclusion, and equity, which are essential to a humanizing and emancipatory education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Formação docente]]></kwd>
<kwd lng="pt"><![CDATA[Gênero]]></kwd>
<kwd lng="pt"><![CDATA[Sexualidade]]></kwd>
<kwd lng="es"><![CDATA[Currículo]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Formación docente]]></kwd>
<kwd lng="es"><![CDATA[Género]]></kwd>
<kwd lng="es"><![CDATA[Sexualidad]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Teacher education]]></kwd>
<kwd lng="en"><![CDATA[Gender]]></kwd>
<kwd lng="en"><![CDATA[Sexuality]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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