Queer studies, curriculum, and education: an (im)possible dialogue
DOI:
https://doi.org/10.5212/PraxEduc.v.21.26224.015Abstract
This article aims to analyze how the Bahia Curricular Reference Document (DCRB, acronym in Portuguese) addresses, or silences, the categories of diversity, difference, gender, and sexuality. It examines how curricular discourse contributes to the maintenance or problematization of cisheteronormative patterns in the context of Basic Education. This is a qualitative documentary study grounded in the content analysis proposed by Laurence Bardin (2016), applied to the aforementioned curricular document. The theoretical framework draws on contributions from queer studies, with emphasis on discussions of discourse, normativity, and gender performativity, articulated with reflections on curriculum and education. The results indicate the presence of generic formulations about diversity, accompanied by silences and limitations in the treatment of gender and sexuality, which have direct effects on the processes of inclusion and retention of LGBTQIAPN+ students in school spaces.
Keywords: Curriculum. Queer studies. Education.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Práxis Educativa
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish in this journal agree with the following terms:
a) Authors keep the copyrights and concede the right of its first publication to the magazine. The work piece must be simultaneously licensed on the Creative Commons Attribution License which allows the paper sharing, and preserves both the author identity and the right of first publication to this magazine.
b) Authors are authorized to assume additional contracts separately, to not-exclusively distribution of the paper version published in this magazine (e.g.: publish in institutional repository or as a book chapter), with the author identity recognition and its first publication in this magazine.
c) Authors are permitted and stimulated to publish and distribute their papers online (e.g.: in institutional repository or on their personal webpage), considering it can generate productive alterations, as well as increase the impact and the quotations of the published paper.
d) This journal provides public access to all its content, as this allows a greater visibility and reach of published articles and reviews. For more information on this approach, visit the Public Knowledge Project, a project that developed this system to improve the academic and public quality of the research, distributing OJS as well as other software to support the publication system of public access to academic sources.
e) The names and e-mail addresses on this site will be used exclusively for the purposes of the journal and are not available for other purposes.
This work is licensed under a Creative Commons Attribution 4.0 International License.
