THE PEDAGOGICAL DEBATE AROUND SEXUAL DIVERSITY BASED ON TEACHER TRAINING AT PARFOR

Abstract

The article’s intention was to describe and analyze how the Pedagogy program in the modality PARFOR at The State University of Amapá - (UEAP) has been organized in regard to the syllabi and the pedagogical debate on sexual diversity and its relation to liberating education. It is a documental research, that used of the analysis of the course’s pedagogical projects (PPC), curriculums and curriculum descriptions of said program, which were subjected to the content analysis technique. The results demonstrate that the program does not effectively promote debates, neither about liberating education nor about sexual diversity, rather than what is advertised about it, in the teacher training at PARFOR. It is deduced that there’s a contradiction between the advertisement and what in fact happens. From the documental study of course plans and pedagogical projects, it is comprehended that there is in fact an attempt to put the diversity debate, in a democratic inclusion perspective, on board; which in practice becomes innocuous considering the mentioned syllabi aims to attend solely to linguistic and non-oppressive discursive adequacies, however it does not encompass, effectively, theoretical actions and non-oppressive practices in terms of sexual diversity.