Plano nacional de promoção da cidadania e direitos humanos de LGBT: um estudo de caso sobre sua implementação no currículo do ensino médio em uma escola pública no munícipio de São Borja/RS (2009-2020)

Abstract

This dissertation has as its theme of study the National Plan for LGBT Citizenship and Human Rights and its implementation in a public school in the city of São Borja/RS (2009-2020). The research starts from the premise that after the promulgation of the Federal Constitution of 1988, there was an expansion of access to public schools in Brazil, however, new curriculum policies were not created to introduce the themes that come with the new groups to the school. In this dissertation, we debate about some issues, such as the inclusion of gender in the curriculum and the possibility for the school to carry out this debate. In an attempt to answer, even though this debate is considered ample, we thought about enabling an expansion of the dialogue and pointing out some arguments for this need to introduce gender in the curriculum. In this sense, we highlight fundamental aspects for the increase of public policies for the permanence of LGBTTIQA+ students in the school environment, using the curriculum as a central element of the policy. From this perspective, the dissertation on screen aims to analyze the implementation of the aforementioned plan at the Padre Francisco Garcia State Institute, located on the outskirts of the municipality of São Borja/RS, an institution chosen for developing inclusion actions for LGBTTIQA+ students for many years. As a methodology, we adopted the content analysis guided by Laurence Bardin (2011), which points out as a possibility the analysis of what was said in the midst of an investigation, building and exhibiting conceptions about the object of study. She also points out the need for a rigorous analysis of the collected data and suggests the following procedure: 1) pre-analysis; 2) exploration of material, categorization or coding; 3) treatment of results, inferences and interpretation. As a result, we can see that the actions of inclusion of LGBTTIQA+ students are essential to reduce the dropout rate of students belonging to this group, as well as to expand the teaching-learning process.