<?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>2526-6136</journal-id>
<journal-title><![CDATA[Educação Matemática Debate]]></journal-title>
<abbrev-journal-title><![CDATA[Ed. Mat. Deb.]]></abbrev-journal-title>
<issn>2526-6136</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Montes Claros]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-61362025000300101</article-id>
<article-id pub-id-type="doi">10.46551/emd.v9n18a02</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Gênero, sexualidade e Matemática curricular]]></article-title>
<article-title xml:lang="es"><![CDATA[Género, sexualidad y Matemáticas curriculares]]></article-title>
<article-title xml:lang="en"><![CDATA[Gender, sexuality and Mathematics in the curriculum]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Franco Neto]]></surname>
<given-names><![CDATA[Vanessa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pinheiro]]></surname>
<given-names><![CDATA[Weverton Ataide]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Assunção]]></surname>
<given-names><![CDATA[Ricardo Gomes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal de Mato Grosso do Sul  ]]></institution>
<addr-line><![CDATA[Campo Grande MS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Texas Tech University  ]]></institution>
<addr-line><![CDATA[Lubbock Texas]]></addr-line>
<country>Estados Unidos</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Instituto Federal Goiano  ]]></institution>
<addr-line><![CDATA[Urutaí GO]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>9</volume>
<numero>18</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-61362025000300101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-61362025000300101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-61362025000300101&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A presente pesquisa busca discutir questões de gênero, sexualidade e currículo de Matemática escolar, desenvolvendo algumas relações e conexões, principalmente ao se afastar a ideia de currículo como documento normativo que organiza o espaço educacional. Além disso, considera-se o currículo como uma prática discursiva e um artefato cultural. A mesma lógica se aplica à Matemática, que, longe de ser uma ciência neutra e apolítica, é uma produção humana atravessada por subjetividades e questões sociais. Nesse sentido, situações sobre como o livro didático de Matemática trabalha questões de gênero e sexualidade, ou como o ensino de Matemática pode ou deve ser utilizado para promover justiça social, envolvendo sujeitos queer, são alguns dos temas abordados neste artigo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Esta investigación busca discutir cuestiones de género, sexualidad y currículo de Matemáticas escolares, desarrollando algunas relaciones y conexiones, especialmente al alejarse de la idea del currículo como un documento normativo que organiza el espacio educativo. Además, se considera el currículo como una práctica discursiva y un artefacto cultural. La misma lógica se aplica a las Matemáticas, que es una producción humana atravesada por subjetividades y cuestiones sociales. En este sentido, temas como cómo los libros de texto de Matemáticas abordan cuestiones de género y sexualidad, o cómo la enseñanza de las Matemáticas puede o debe ser utilizada para promover la justicia social, especialmente en relación con sujetos queer, son algunos de los temas abordados en este artículo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This research seeks to discuss issues of gender, sexuality, and school Mathematics curriculum, developing some relationships and connections, especially by moving away from the idea of curriculum as a normative document that organizes the educational space. In addition, curriculum is considered a discursive practice and a cultural artifact. The same logic applies to Mathematics, which, far from being a neutral and apolitical science, is a human production permeated by subjectivities and social issues. In this sense, situations such as how Mathematics textbooks address gender and sexuality issues, or how Mathematics teaching can or should be used to promote social justice involving queer subjects, are some of the topics covered in this article.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo de Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Gênero]]></kwd>
<kwd lng="pt"><![CDATA[Justiça Social]]></kwd>
<kwd lng="pt"><![CDATA[Queer]]></kwd>
<kwd lng="pt"><![CDATA[Livro Didático]]></kwd>
<kwd lng="es"><![CDATA[Currículo de Matemáticas]]></kwd>
<kwd lng="es"><![CDATA[Género]]></kwd>
<kwd lng="es"><![CDATA[Justicia Social]]></kwd>
<kwd lng="es"><![CDATA[Queer]]></kwd>
<kwd lng="es"><![CDATA[Libro Escolar]]></kwd>
<kwd lng="en"><![CDATA[Mathematics Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Gender]]></kwd>
<kwd lng="en"><![CDATA[Social Justice]]></kwd>
<kwd lng="en"><![CDATA[Queer]]></kwd>
<kwd lng="en"><![CDATA[Textbook]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<page-range>1011-22</page-range><publisher-loc><![CDATA[Volos ]]></publisher-loc>
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<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ZIOLS]]></surname>
<given-names><![CDATA[Ryan]]></given-names>
</name>
<name>
<surname><![CDATA[KIRCHGASLER]]></surname>
<given-names><![CDATA[Kathryn]]></given-names>
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<article-title xml:lang=""><![CDATA[Health and pathology: a brief history of the biopolitics of US Mathematics Education]]></article-title>
<source><![CDATA[Educational Studies in Mathematics]]></source>
<year>2021</year>
<volume>108</volume>
<numero>1-2</numero>
<issue>1-2</issue>
<page-range>123-42</page-range></nlm-citation>
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