GENDER IDENTITY IN PEDAGOGICAL PRACTICE: A REFLECTION ON THE BOOK "TUDA: A HISTORY OF IDENTITY"

Abstract

This article presents discussions about gender identity in the school context, with the main objective of describing an autobiographical pedagogical practice developed in Elementary School through the book "Tuda: a history of identity" author Flávio Brebis, in order to verify the contributions from this practice to a reflection on gender issues in education. Specifically, the study also sought to discuss issues related to prejudice, discrimination, diversity and behavior patterns in school regarding manifestations of sexuality. The relevance of this research is justified by the fact that the school, in its social function, marks itself as a democratic space that should facilitate the debate of social issues and allow the development of critical thinking. The school universe is analyzed as one of the main spaces of constitution of the knowledge of the child, covering the constructions of identities and, therefore, of the differences. Therefore, discussing gender relations based on the role of a transsexual teacher is fundamental in legitimizing debates about sexual diversity in educational institutions. For that, in the construction of the theoretical basis, bibliographical and documentary research were used. And, to describe a pedagogical practice developed in the classroom with students of Elementary School made use of the technical procedures of the autobiographical research.