<?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>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062019000100140</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.vol29.n60.p140-161</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[DESAFIOS NA FORMAÇÃO DOCENTE EM DIVERSIDADE SEXUAL]]></article-title>
<article-title xml:lang="en"><![CDATA[CHALLENGES IN TEACHER EDUCATION IN SEXUAL DIVERSITY]]></article-title>
<article-title xml:lang="es"><![CDATA[DESAFÍOS EN LA FORMACIÓN DOCENTE EN DIVERSIDAD SEXUAL]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Cristiano Figueiredo dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Rosimeire Martins Regis dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Mato Grosso do Sul  ]]></institution>
<addr-line><![CDATA[ Mato Grosso do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Católica Dom Bosco  ]]></institution>
<addr-line><![CDATA[ Mato Grosso do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<volume>29</volume>
<numero>60</numero>
<fpage>140</fpage>
<lpage>161</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062019000100140&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062019000100140&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062019000100140&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Considerando a inclusão cada vez maior das diversidades nos debates do campo da educação, o objetivo deste artigo é evidenciar os desafios encontrados na efetivação da formação docente em diversidade sexual. A opção metodológica foi por um estudo bibliográfico de abordagem qualitativa. Assim, apresentamos o texto dividido em três partes que discutem a diversidade sexual enquanto componente de um currículo da diferença, as relações entre sexualidade, educação e aspectos políticos e, por fim, a formação docente em diversidade sexual com especial enfoque para as ciências biológicas. Nossas análises indicam que pouca atenção tem sido dispensada a perspectivas não-heteronormativas no campo formativo. Em grande parte, a formação docente em diversidade sexual tem sido comprometida e/ou impedida em função de investimento ativo de um grupo conservador majoritariamente com ideais religiosos fundamentalistas que se opõem a direitos humanos e agendas inclusivas na educação. Ao se pensar sobre currículos, artefatos culturais e discursos investidos na formação docente, é imprescindível pensar também na inclusão de abordagens que não excluam perspectivas das minorias sexuais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Considering the growing of diversities in discussions related to education, this article aims to highlight the challenges found in the effectiveness of teacher education in sexual diversity. The methodological option was for a qualitative bibliographical study. Therefore, we present a text divided in three parts discussing sexual diversity as a component of a difference curriculum, relations between sexuality, education and political aspects, and, ultimately, teacher education in sexual diversity with an emphasis on Biological Science. Our analyses indicate that insufficient attention has been given to non-heteronormative perspectives in the field of education and training. Teacher training in sexual diversity has been compromised and/or obstructed by a high investment from a mainly conservative group with fundamentalist religious ideals, which oppose to human rights and inclusive education agenda. When thinking about curriculum, cultural artifacts and speeches imbued with teacher education, it is essential to also think on the addition of approaches that don&#8217;t exclude the perspectives of sexual minorities.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Considerando la inclusión cada vez mayor de las diversidades en los debates del campo de la educación, el objetivo de este artículo es evidenciar los desafíos encontrados en la efectividad de la formación docente en diversidad sexual. La opción metodológica fue un estudio bibliográfico de abordaje cualitativo. Así, presentamos el texto dividido en tres partes que discuten la diversidad sexual como componente de un currículo de la diferencia, las relaciones entre sexualidad, educación y aspectos políticos y, por fin, la formación docente en diversidad sexual con especial enfoque en las ciencias biológicas. Nuestros análisis indican que se ha dedicado poca atención a perspectivas no heteronormativas en el campo formativo. En gran parte, la formación docente en diversidad sexual ha sido comprometida o impedida en función de la inversión activa de un grupo conservador mayoritariamente con ideales religiosos fundamentalistas que se oponen a derechos humanos y a agendas inclusivas en la educación. Al pensar en currículos, artefactos culturales y discursos invertidos en la formación docente, es imprescindible pensar también en la inclusión de enfoques que no excluyan perspectivas de las minorías.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Sexualidade]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Currículo.]]></kwd>
<kwd lng="en"><![CDATA[Sexuality]]></kwd>
<kwd lng="en"><![CDATA[Teacher education]]></kwd>
<kwd lng="en"><![CDATA[Curriculum.]]></kwd>
<kwd lng="es"><![CDATA[Sexualidad]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[Currículo.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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