Sexual and gender diversity in the curriculum of the initial years of Elementary School in the Federal District

Abstract

This article thoroughly examines the curriculum devised for the early stages of Elementary Education by the State Department of Education of the Federal District and the corresponding proposal within the pedagogical framework of public schools, with a particular focus on sexual and gender diversity. The study analyzes the “Currículo em Movimento” editions from the years 2014 and 2018. Positioned within the realm of qualitative educational research, this work draws its inspiration from a phenomenological perspective and employs meticulous bibliographic and documentary analyses. Our data analysis reveals that the scrutinized curriculum is predominantly presented in a theoretical manner, revealing significant practical deficiencies. Moreover, not all components of the curriculum encompass a robust strategy for addressing the topic of sexual and gender diversity. Despite the integration of contemporary post-critical curriculum concepts, there exists an imperative to (re)conceptualize gender and sexualities within official documents. This underscores the necessity of centralizing these categories to guide the (re)shaping of educational strategies for all individuals within the Federal District.