<?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>2177-6210</journal-id>
<journal-title><![CDATA[Educação UNISINOS]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Unisinos]]></abbrev-journal-title>
<issn>2177-6210</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Vale do Rio dos Sinos]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-62102018000100016</article-id>
<article-id pub-id-type="doi">10.4013/edu.2018.221.02</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Novas tentativas de controle moral da educação: conflitos sobre gênero e sexualidade no currículo e na formação docente]]></article-title>
<article-title xml:lang="en"><![CDATA[New attempts of moral control in Education: Conflicts on gender and sexuality in curriculum and teacher education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Anna Luiza Araújo Ramos Martins de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Gustavo Gilson Sousa de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Pernambuco Programa de Pós-graduação em Educação Centro de Educação]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Pernambuco Programa de Pós-graduação em Educação Centro de Educação]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2018</year>
</pub-date>
<volume>22</volume>
<numero>1</numero>
<fpage>16</fpage>
<lpage>25</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-62102018000100016&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-62102018000100016&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-62102018000100016&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  A sociedade brasileira tem vivenciado um intenso embate hegem&#244;nico sobre as concep&#231;&#245;es de g&#234;nero e sexualidade articuladas nas pol&#237;ticas p&#250;blicas de curr&#237;culo e forma&#231;&#227;o docente. Grupos pol&#237;ticos e religiosos conservadores t&#234;m desenvolvido um ataque agressivo ao que denominam &#8220;ideologia de g&#234;nero&#8221; na educa&#231;&#227;o. A partir de uma an&#225;lise dos processos de forma&#231;&#227;o dos discursos pela igualdade de g&#234;nero e diversidade sexual nas pol&#237;ticas educacionais brasileiras ao longo das &#250;ltimas d&#233;cadas e da emerg&#234;ncia de discursos reativos (neo)conservadores no contexto atual, o texto busca discutir as condi&#231;&#245;es de (im) possibilidade desse confronto hegem&#244;nico. A an&#225;lise &#233; desenvolvida em di&#225;logo com os debates p&#243;s-estruturalistas no campo da educa&#231;&#227;o e, em especial, com a Teoria Pol&#237;tica do Discurso de Laclau e Mouffe. O trabalho aponta que ambos os polos discursivos engajados no conflito atual s&#227;o constru&#231;&#245;es hist&#243;ricas contingentes e que o debate no campo da educa&#231;&#227;o tem sido predominantemente realizado a partir do par&#226;metro comum das pol&#237;ticas de acomoda&#231;&#227;o e gest&#227;o estrat&#233;gicas das diferen&#231;as.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  Brazilian society has been experiencing an intense hegemonic clash over the conceptions of gender and sexuality articulated in the public policies of curriculum and teacher training. Conservative political and religious groups have settled an aggressive attack on what they call &#8220;gender ideology&#8221; in education. Analyzing the constitution of discourses promoting gender equality and sexual diversity in Brazilian educational policies over the last decades and the emergence of reactive (neo)conservative discourses in the current scenario, the text seeks to discuss the conditions of (im)possibility of this hegemonic confrontation. The analysis is developed in dialogue with post-structuralist education theories, and especially with Laclau and Mouffe&#8217;s Political Theory of Discourse. The paper points out that both the discursive poles engaged in the current conflict are contingent historical constructs, and that the debate in the field of education has been predominantly carried out from the common parameter of the policies of accommodation and strategic management of differences.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Formação Docente]]></kwd>
<kwd lng="pt"><![CDATA[Gênero]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Teachers Training]]></kwd>
<kwd lng="en"><![CDATA[Gender]]></kwd>
</kwd-group>
</article-meta>
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