Sexualities and curriculum: who is afraid of this relationship?

Abstract

This article presents the discourse analysis of teachers and specialists in a public elementary school, in the
city of João Pessoa, Paraíba/Brazil, regarding the gender and sexualities intersections present in the school
curriculum. The research is based on poststructuralists approaches, inspired by M. Foucault (2008). Data
collection was developed through interviews and participant observation. Data analyzes were performed
according to the discourse analysis developed by Foucault (1996), about the understanding of language
and discourse as incessant “structures” of power, contradictions and struggles. Deleuze (1992), Deleuze
and Guattari (2004), and Derrida (1971) consolidate the discursive practices that favor the development
of the “becoming-curriculum” based on respect for gender differences and cultural/sexual diversity. The
discursive formations crossed by the notions of “neutral curriculum” and “essentialist sexualities” echo in
the discourse of individuals in the school unit, establishing themselves as guides of discursive practices
involving these themes in the school curriculum.