Pedagogia queer e prática docente: pesquisa bibliográfica, teorias e desdobramento na educação

Abstract

This study explores the possibilities and challenges of Queer Pedagogy within academic debate and the context of Brazilian basic education, with particular attention to its dialogue with the National Common Curricular Base (BNCC). The research critically analyzes the concept of ―gender ideology‖ and the distortions that fuel moral panic, as well as the discursive control over dissident bodies and identities. In contrast, it proposes a contemporary reflection on gender diversity and sexual orientation, grounded in queer theory and pedagogical experiences that challenge norms and binaries. The BNCC is examined as a political and historical document whose discourses regulate the approach to gender and sexuality in schools, while simultaneously allowing space for counter-hegemonic practices. The study highlights the role of continuous teacher training as a strategic tool for building a more inclusive and critical education. Methodologically, the research is based on a literature review focused on theorists discussing Queer Pedagogy, the relationship between BNCC, gender diversity, and sexualities, as well as quantitative and qualitative research. Finally, pedagogical practices incorporating Queer Pedagogy are presented, evidencing their impact on deconstructing normative patterns and promoting a more democratic, welcoming, and transformative school environment.