“Educar para prevenir”: diagnóstico da formação sobre diversidade de gênero para professoras/professores e recomendações

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Abrucio, Fernando Luiz
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The present work consists in the analysis of the structure of the course “Educate to Prevent”, a teacher training course about gender and sexuality, that aims to promote rights. The course, conceived and promoted by Instituto Matizes, had its first edition in 2021, accomplished remotely and free of charge by teachers of different profiles. The importance of the course is primarily since teacher education is one of the most relevant topics in the current debate of education, and one of the biggest bottlenecks in Brazilian education. Therefore, there is an urgent need to rethink the ways in which teachers are performing and being prepared to deal with these subjects in the classroom. In addition, despite the issue of diversity and gender being a constitutive part of the identity of students, the themes have been historically neglected, by educational managers and educators, even though teachers constantly teach about gender, and end up, in many cases, replicating prejudices that are rooted in society. Currently, the theme is gaining ground in public debate, opening possibilities for education (and teacher training) to also be spaces for social transformation and combating prejudice. Contrary to sensu, the theme is not well received by all, being the target of criticism by conservatives and of politicization and polarization. Thus, this study aims to analyze the design of the “Educate to Prevent” training, indicating potential paths and suggestions for improvement. So, the study includes a review of the applicable literature, on teacher training and adherence to themes on gender diversity and sexual orientation in the field of education, as well as analysis of data collected in interviews with experts, related education actors and teachers who took the course. As a result of the interviews, the importance of the teachers training and the fundamental role of the school in socialization and in the construction of identities is highlighted. It was also found that there are different types of challenges for the expansion of the “Educate to Prevent” training: some common to teacher training in general, others arising from the sensitivity of the subject. Therefore, from the analysis, it was possible to recognize adaptations in the format, content and application of training that proves necessary for its expansion. Hence, as recommendations, alternatives are suggested for the development and expansion of this training, such are: offering Training for Networks or schools, strengthening references to legal instruments and educational guidelines, bringing themes closer to programs that have been prioritized by the Networks, raising awareness and spreading the importance of the Theme, carry out the course in different formats, institute mentoring programs, making this Training a module for a greater training on diversities, approximation with Undime and Consed and dissemination of the Training in professional associations and civil society organizations.

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