CISHETERONORMATIVE MODELS IN SEXUAL EDUCATION IN BRAZILIAN PUBLIC SCHOOLS AND THE EXCLUSION OF LGBTQ+ SEXUALITIES IN THE SCHOOL

Resumen

In this paper we argue that everyday school practices, teachers, staff, administrators and students reinforce cisgender representations and the supremacy of heterosexuality. This reinforcement is based on the belief that heterosexuality and cisgenderism are natural and normal. These beliefs are based on sex education programmes that use hygienist biomedical discourses, which reduce human sexuality to its biological functions, bringing it closer to innatism. Objectives: This article aims to critically analyse how the invisibility of sexualities that dissent from the cisheteronormative pattern in schools contributes to make the school environment non-inclusive for lesbian, gay, bisexual, and transgender (LGBT+) people. Method: This article is a qualitative study based on an autobiographical account of my experience as a gay teacher collaborating in Sex Education courses for primary and secondary school teachers working in the Brazilian public education system. Results: The study critically illustrates that, while the new National Curriculum Guidelines treat sexualities as a right, and thus a duty of both the State and the citizen to comply with the law and citizenship, their execution is insufficient. Conclusion: By reinforcing and fostering LGBTphobia, schools help to perpetuate oppression and inequity. These manifest as prejudices, stereotypes, bullying, and an increased vulnerability of teenagers, particularly homosexuals. Contribution: This article reflects on how governmental policies addressing Sex Education must be accompanied by ongoing debate and technical training for educators to ensure their application in pedagogical and curricular practices.