Identidade, gênero e sexualidade no ensino de História: a experiência discente em uma escola do Alto Oeste Potiguar.

Abstract

The present study aims to analyze the approach to the themes of identity, gender, and sexuality in History teaching, focusing on students’ experiences in a school located in the Alto Oeste Potiguar region. The research seeks to understand how these topics are addressed in the school environment, the challenges faced by teachers and students, as well as the possible contributions of History teaching to the construction of a more inclusive and critical education. The study was conducted in a school in the Alto Oeste Potiguar through the application of questionnaires with students, in order to investigate their perceptions of identity, gender, and sexuality in the teaching of History. A qualitative methodological approach was adopted, with procedures designed to provide a comprehensive analysis of the object of study. The qualitative character of this research is evident in the analysis of how high school students perceive and experience gender issues in the school setting—an aspect that cannot be reduced to mere numerical data. Descriptive sources were employed, based on document analysis and literature review, making it possible to understand how education addresses interdisciplinarity and debates on gender. Furthermore, the research explores specific contexts, grounded in a particular school environment, while considering students’ social and cultural backgrounds.