Formação continuada em gênero e sexualidade na educação na educação profissional e tecnológica (EPT)

Abstract

Discussions about gender and sexuality are not new when dealing with educational policies, since they have been provided for since 1995 by the Parâmetros Curriculares Nacionais (National Curriculum Parameters). In order to understand how it happens in education of teachers in the themes of gender and sexuality occurs, we developed this research in the Senac São Paulo network of schools. Through a qualitative approach and documentary research, we aim to identify the barriers that LGBT students face in their family, school and work trajectories, as well as to discuss the advancement of neoliberal ideas in educational policies based on contributions by Stephen Ball (2011). To do so, we have interviews, based on a semi-structured script, with students who identify themselves as LGBT'S and with teachers who participated in the training offered by Senac of the State of São Paulo entitled ""Dialogue: gender and sexuality"" . As a result, the absence of initial training on gender and sexuality themes of the interviewed teachers was verified, being the first contact with the theme from the continuing education offered by Senac São Paulo. About this, only and in isolation, it is not enough to build a school and a world of work with lower rates of discrimination and violence of gender and sexuality, since the curricula of the courses offered by this network of schools of professional education and technology (EPT) does not address issues such as gender and sexuality. In relation to the public of students who consider themselves LGBT, there are nuances of discrimination in all the categories analyzed (family, school, world of work), which reinforces the importance of the theme being present in schools, above all, for the reception of such teenagers and young people.