Gênero e sexualidade à luz da educação em direitos humanos

Abstract

This Undergraduate Thesis examines the themes of gender and sexuality from the perspective of Human Rights Education (HRE). The research problem arises from the insufficiency and predominance of conservative pedagogical and curricular models in basic education—particularly those grounded in biological determinism and preventive approaches—which contribute to the exclusion of individuals with dissident sex-gender identities and to the reproduction of gender-based violence. The central objective is to demonstrate that Human Rights Education represents an essential pathway for schools to fulfill their social role of promoting inclusion and respect for diversity. The methodology adopted was qualitative bibliographic research, based on the analysis of studies on gender and sexuality by Scott (1989, 1998), Butler (2009, 2023), Louro (2003), Saffioti (2011), Miskolci (2015), among others; on Human Rights, such as Hunt (2009); on Human Rights Education (Brazil, 2003, 2006); and on progressive pedagogy, drawing from Libâneo (1992) and Freire (1997, 2014). The theoretical framework highlights that gender and sexuality are social constructions—fluid and historically situated—thus challenging biologically or naturally deterministic conceptions. The findings indicate the urgency of overcoming traditional education and the far-right ideology that sustains exclusionary and traditionalist values. The study argues that implementing progressive pedagogical practices, such as Freirean pedagogy and HRE, is necessary to deconstruct gender roles, promote equality, and ensure more equitable and humanized educational environments for all students, ultimately transforming the school into a space of freedom, protection, and democratic strengthening