CURRICULAR OMISSION OF THE TERMS GENDER AND SEXUALITY AND THE IMPLICATIONS IN TEACHING PRODUCTIONS

This study addresses the omission of gender and sexuality issues in school curricula, reflecting a context marked by conservative values and institutional silencing. The objective of the research was to investigate how these themes are addressed in educational products from professional master's programs in southern Brazil, identifying their pedagogical approaches and curricular alignments. Methodologically, a documentary analysis with a qualitative and quantitative approach was adopted, based on three criteria: i) data collection through a search for dissertations on the CAPES platform using specific keywords; ii) selection of four educational productions between 2013 and 2022; iii) content analysis focused on the categories of thematic presence and pedagogical concepts adopted. The results indicate that, although the products analyzed deal with sex education, a restricted approach to the biological or reproductive dimension prevails, with an absence of critical discussions on gender, identity, and sexual diversity. It is concluded that there is a curricular silencing of these themes in educational documents, reinforcing the need for public policies and teacher training that promote an emancipatory education committed to human rights.