Desafios docentes frente à diversidade sexual e o ensino de língua inglesa

Abstract

Throughout history, it’s verified that questions involving gender, race and sexuality still have a controversial naturedue to the level of complexity emerging the need to address these topics providing an opportunity for reflection and deconstruction of overlapping rules for gender, race and sexuality identities, collaborating to build an inclusive, welcoming and democratic society. Based on this, it turns out that many challenges to contemporary society emerge, implying the education system, considering that the society transforms itself and with it new needs show up where the English language is affected by this new scenario. This study purpose was to reflect on the teaching challenges facing sexual diversity and English teaching. The methodology used for the literature review was based on theoreticians such as Butler (2010), Silva (2020), Foucault (2005), Ferreira and Sene (2018), Fonseca Sant'Anna (2020), Ribeiro Filho (2018), Alves (2015), Diniz (2018), Lima (2020). The lack of public and educational politics to LGBTQIA+ cause the accelerated growth of discriminatory practices, whereas the Queer theory used in English classes provide the problematization and deconstruction of teaching practice, providing a more humanized and egalitarian environment, regardless of sexual orientation.