O papel do ensino de Geografia no debate sobre gênero e sexualidade na Educação Básica

• Ano de defesa: 2025
• Autor(a) principal: Costa, Kelly Souza
• Orientador(a): Abranches Junior, Nilton
• Banca de defesa: Marino, Leonardo Freire, Silva, Lincoln Tavares, Ferreira, Maria Aparecida Gomes, Duarte, Ronaldo Goulart, Castellar, Sonia Maria Vanzella
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Geografia
• Departamento: Centro de Tecnologia e Ciências::Instituto de Geografia
• País: Brasil
• Palavras-chave em Português: Ensino de Geografia; Gênero e Sexualidade; Legislação; Atuação de Professores
• Palavras-chave em Inglês: Geography Teaching; Gender and Sexuality; Legislation; Teacher Training
• Área do conhecimento CNPq: CIENCIAS HUMANAS::GEOGRAFIA::GEOGRAFIA HUMANA
• Link de acesso: http://www.bdtd.uerj.br/handle/1/25374

This research examines the relationship between the concepts of gender and sexuality and the teaching of Geography in Basic Education, with particular attention to teacher training and professional practices. It initially highlights the importance of Geography teaching in shaping individuals capable of fully exercising their citizenship, emphasizing its potential to promote social transformation. It then explores the concepts of gender and sexuality, demonstrating their social relevance, the historical trajectory of their debates and constructions, as well as the urgency of their integration into the school curriculum, especially within the discipline of Geography. The study also investigates the legal framework governing Basic Education in Brazil, analyzing how laws and educational guidelines orient the promotion of teaching that encourages debate and reflection on gender and sexuality. Additionally, it includes an examination of teacher education curricula from undergraduate Geography programs at leading universities in the state of Rio de Janeiro, assessing the preparation of future teachers to address gender and sexuality issues in the classroom. Finally, the research seeks to understand the presence of these discussions in school Geography classes, based on the analysis of responses collected from teachers working in Basic Education. In summary, the study contributes to advancing discussions on gender and sexuality in the school context through Geography teaching, offering insights for the development of more inclusive pedagogical practices. The investigation is grounded in alarming data on violence against children and young people, which confirm the urgency of developing such topics, in the legal framework that points to this necessity, and in an understanding of how these themes are effectively addressed in schools from the perspective of Geography teachers.