MATIAS, L. O.; http://lattes.cnpq.br/1136396071863424; MATIAS, Luana de Oliveira.
Resumen:
The debate about gender remains a taboo in our society, the definition of gender beyond the
binary conception is denied and distorted by groups that see the gender debate as a threat to
the traditional family. At school, the discussion of this topic has become an increasingly
difficult task, with the advance of conservatism in Brazil, and through movements
disseminated on social networks such as “Escola sem Partido” and narratives about the
existence of a “gender ideology ” made the study of the topic obscure. Our research aims to
understand the difficulties imposed on the gender debate at school, for this, we carried out
qualitative research through a theoretical discussion and field observation, carried out in a
School, in the city of Campina Grande-PB, as well as structured interviews with four students
from the institution and one teacher. We seek to analyze how these problems can lead to the
reproduction of social inequalities and gender stereotypes. For this, we took as a theoretical
basis for the development of this research the concept of gender as culturally constructed by
Judith Butler (2003), as well as the conception formulated by Paulo Freire, in his book
Pedagogy of the Oppressed (2005), of thinking of school as a field of plural and critical
teaching. The results of the research indicate that the advancement of conservatism in the
country played an important role in hindering the discussion of gender at school, resulting in
the reproduction of inequalities and prejudices, demonstrating the need to deepen discussions
of gender and sexuality in the school field.