<?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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Educ.]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012024000100306</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v46i1.68066</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O &#8220;combate à &#8216;ideologia de gênero&#8217;&#8221; e o impacto sobre o ensino de ciências humanas sociais]]></article-title>
<article-title xml:lang="es"><![CDATA[La &#8220;lucha contra la &#8216;ideología de género&#8217;&#8221; y su impacto en la enseñanza de las ciencias humanas y sociales]]></article-title>
<article-title xml:lang="en"><![CDATA[The &#8220;fight against &#8216;gender ideology&#8217;&#8221; and its Impact on the teaching of human and social sciences]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barbosa]]></surname>
<given-names><![CDATA[Inaê Iabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Amurabi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[Campinas ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Florianópolis Santa Catarina]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>46</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012024000100306&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012024000100306&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012024000100306&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. O presente trabalho volta-se para o debate contemporâneo sobre a chamada &#8216;ideologia de gênero&#8217;, analisando, por meio de uma revisão bibliográfica, o processo de incorporação desse debate pelas chamadas &#8216;novas direitas&#8217; no contexto brasileiro a partir de 2013. No bojo das transformações políticas ocorridas nesse período, destacam-se o impeachment contra Dilma Rousseff, em 2016, e a posterior eleição de Jair Bolsonaro, em 2018. O chamado &#8216;combate à ideologia de gênero&#8217; ganha ainda mais visibilidade no campo educacional, com destaque para a atuação do movimento Escola sem Partido, fundado em 2004. Popularizam-se no Brasil projetos de leis inspirados nesse movimento que objetivam limitar a autonomia docente, estimulando também o contínuo processo de vigilância desses profissionais, especialmente no que diz respeito às discussões sobre gênero e sexualidade. Constatamos que, nesse contexto, os professores de ciências humanas e sociais são especialmente impactados por essas ações, na medida em que os estudos de gênero são constitutivos de seus campos disciplinares. Observamos, ainda, que o principal mecanismo desses movimentos é negar o caráter científico dos estudos de gênero, indicando que eles abarcam algo que deve ser do âmbito privado, e, portanto, ensinado pela família e não pela escola. Argumentamos, no entanto, que esse debate deve ser trazido para o centro da prática pedagógica, considerando sua relevância social e científica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. Este estudio se centra en el debate contemporáneo sobre la llamada &#8216;ideología de género&#8217;, analizando, a través de una revisión bibliográfica, el proceso de incorporación de este debate por parte de las llamadas &#8216;nuevas derechas&#8217; en el contexto brasileño a partir de 2013. En medio de las transformaciones políticas que ocurrieron durante este período, destacan el juicio político contra Dilma Rousseff en 2016 y la posterior elección de Jair Bolsonaro en 2018. El denominado &#8216;combate a la ideología de género&#8217; adquiere aún más visibilidad en el ámbito educativo, con un papel destacado desempeñado por el movimiento &#8216;Escola sem Partido&#8217; (Escuela sin Partido), fundado en 2004. En Brasil, se popularizan proyectos de ley inspirados en este movimiento que tienen como objetivo limitar la autonomía de los docentes, fomentando así un continuo proceso de vigilancia sobre estos profesionales, especialmente en lo que respecta a las discusiones sobre género y sexualidad. En este contexto, observamos que los profesores de ciencias humanas y sociales son especialmente afectados por estas acciones, ya que los estudios de género son parte integral de sus campos disciplinarios. Además, notamos que el principal mecanismo empleado por estos movimientos es negar el carácter científico de los estudios de género, sugiriendo que abarcan temas que deben permanecer en el ámbito privado y, por lo tanto, ser enseñados por las familias y no por las escuelas. Sin embargo, sostenemos que este debate debe ser llevado al centro de la práctica pedagógica, considerando su relevancia social y científica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. This study focuses on the contemporary debate surrounding the so-called &#8216;gender ideology&#8217;, analyzing, through a literature review, the process of incorporation of this debate by the so-called &#8216;new right&#8217; in the Brazilian context starting from 2013. In the midst of the political transformations that occurred during this period, the impeachment against Dilma Rousseff in 2016 and the subsequent election of Jair Bolsonaro in 2018 stand out. The so-called &#8216;fight against gender ideology&#8217; gained even more visibility in the field of education, with a notable role played by the &#8216;Escola sem Partido&#8217; (School without Party) movement, founded in 2004. Projects inspired by this movement, aimed at limiting teachers' autonomy, gained popularity in Brazil, leading to a continuous process of surveillance of these professionals, particularly regarding discussions about gender and sexuality. In this context, we find that teachers in the humanities and social sciences are especially affected by these actions, as gender studies are integral to their disciplinary fields. Furthermore, we observe that the main mechanism employed by these movements is to deny the scientific character of gender studies, suggesting that they encompass topics that should remain within the private sphere and, therefore, taught by families and not by schools. However, we argue that this debate should be brought to the center of pedagogical practice, considering its social and scientific relevance.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[ideologia de gênero]]></kwd>
<kwd lng="pt"><![CDATA[ensino de ciências humanas e sociais]]></kwd>
<kwd lng="pt"><![CDATA[radicalismo de direita]]></kwd>
<kwd lng="es"><![CDATA[ideología de género]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de ciencias humanas y sociales]]></kwd>
<kwd lng="es"><![CDATA[radicalismo de derecha]]></kwd>
<kwd lng="en"><![CDATA[gender ideology]]></kwd>
<kwd lng="en"><![CDATA[teaching, teaching of humanities and social sciences]]></kwd>
<kwd lng="en"><![CDATA[right-wing radicalism]]></kwd>
</kwd-group>
</article-meta>
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