The inclusion of sexual and gender diversity in education: an integrative review
The research's central objective is to understand the panorama of the scientific literature on sexual and gender diversity inclusion in Brazilian education. Through an integrative review, there's a descriptive qualitative analysis of the content of 35 studies we selected from filters and p...
| Autores: | , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | Brasil |
| Recursos: | Universidade Federal da Bahia (UFBA) |
| Repositorio: | Cadernos de Gênero e Diversidade |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.periodicos.ufba.br:article/53661 |
| Acesso em linha: | https://periodicos.ufba.br/index.php/cadgendiv/article/view/53661 |
| Access Level: | acceso abierto |
| Palavra-chave: | Inclusion Sexual diversity Gender diversity Teaching Human rights sexual diversity gender diversity education Inclusão Diversidade sexual Diversidade de gênero Ensino Direitos humanos diversidade sexual diversidade de gênero escola |
| Resumo: | The research's central objective is to understand the panorama of the scientific literature on sexual and gender diversity inclusion in Brazilian education. Through an integrative review, there's a descriptive qualitative analysis of the content of 35 studies we selected from filters and predetermined parameters. We adopted an assumption that practices of inclusion of diversities must permeate awareness policies and attitudinal policies linked to human rights, freedom, and equity, in line with the constitutional foundations of citizenship, dignity, and pluralism. We concluded that, despite constitutional provisions and legal guarantees, sexual and gender diversity inclusion in education is challenging, being a disputed field. Still, we identified: that most of the studies focus on elementary education; the need and relevance of teacher training; the potential of the university environment for building inclusion and diversity projects; the importance of teaching that breaks with essentialisms and favors the dialogic co-creation of knowledge. |
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