GÊNERO E SEXUALIDADE NA FORMAÇÃO INICIAL DE DOCENTES DE BIOLOGIA EM PRODUÇÕES CIENTÍFICAS DE 2015 A 2025

The discussion on gender and sexuality in Biology teaching remains a field under construction, marked by gaps that become particularly visible when examining the initial training of teachers. Although these themes are central to inclusive and critical education, the preparation of Biology teachers to address them remains insufficient and poorly systematized. In this context, this article aims to map the academic production of the last ten years on gender and sexuality in the initial training of Biology teachers. To this end, a Systematic Literature Review (SLR) was conducted on the CAPES Journals Portal, with an advanced search carried out in two stages, using the descriptors "gênero", "biologia” e “ensino", "sex*", "ensino" and "biologia". Articles with free access, peer-reviewed, published between 2015 and 2025, in Portuguese, Spanish or English were included. After reading titles, abstracts and full texts, 11 articles were selected for analysis. The results reveal four recurring thematic axes. The first is the persistence of a biologizing paradigm, which reduces gender and sexuality to anatomical and reproductive dimensions, silencing their affective, social and cultural aspects. The second concerns weaknesses in initial teacher training, marked by the absence of specific courses and by theoretical and methodological gaps for a critical and ethical approach to the subject. The third positions the school as a space of ambiguity, simultaneously reproducing cisnormative and heteronormative norms while also serving as a potential arena of resistance and transformation. The fourth axis highlights the intersection between politics, culture and scientific knowledge, demonstrating how the rise of neoconservatism directly impacts curricula and pedagogical practices in Biology teaching. It is concluded that, despite the recent growth in publications on the topic, concentrated especially from 2019 onwards, the field is still in its early stages, revealing the urgency of reconfiguring Biology teacher education to critically and systematically incorporate gender and sexuality as inseparable dimensions of a just and equitable education.