GENDER AND SCHOOL: DECONSTRUCTING STEREOTYPES IN BASIC EDUCATION

Abstract

This article aimed to analyze the contribution of interdisciplinary pedagogical practices and teacher education to the overcoming of gender stereotypes and symbolic exclusions in the school environment. The research focused on basic education, with emphasis on the school experiences of LGBTQIA+ students, discussing how schools can act in confronting heteronormativity and institutional silencing practices. The investigation had a bibliographic nature and was based on the selection, reading, and analysis of scientific publications from 2018 to 2025, retrieved through Google Scholar, a database that gathers academic publications of broad access. The texts were selected based on criteria of topicality, thematic relevance, and methodological rigor. The results indicated that interdisciplinary pedagogical practices, when associated with critical teacher training processes, contribute to the recognition of gender diversity in school spaces, encouraging the development of educational strategies that prevent the reproduction of normative discourses. It was also found that teachers play a decisive role in creating a welcoming school environment, with continuous training being essential to address the affective, cultural, and political dimensions of education. Although promising pedagogical experiences were identified, the study revealed persistent gaps in initial teacher education and the fragility of institutional policies concerning the effective inclusion of LGBTQIA+ subjects. It was concluded that investment in teacher training, revision of teaching materials, and active listening to students are essential for building a more just and democratic school environment.