Gender and education

intersectionality as a means of mitigating educational disparities

Abstract

In recent decades, the debate on gender and education has gained ground in the academic field, in public policies and in school practices. As a socializing institution, schools play a central role in reproducing or deconstructing gender stereotypes and inequalities. In this sense, understanding how educational policies deal with gender issues is fundamental to promoting a more inclusive, critical and democratic education. Despite legal and regulatory advances aimed at equity, such as the National Education Plan (PNE) and curricular guidelines focused on human rights, there are still significant gaps between what is stipulated in the regulations and what takes place in everyday school life. Ideological disputes, cultural resistance and the lack of adequate training for education professionals are some of the obstacles faced. The aim of this article is to analyze Brazilian educational policies from a gender perspective, discussing their challenges and pointing out perspectives for building more egalitarian pedagogical and institutional practices. To this end, a theoretical study will be carried out based on authors from the field of education, gender and public policies, together with a documentary analysis of Brazilian educational regulations.