Legislations that support the discussion of gender relationships in basic education

Abstract

This article presents a bibliographic research developed through a survey carried out in the legal documents that support the discussion and the didactic work on gender relations in the classroom in Brazil, such as: the Federal Constitution of 1988, the Law of Guidelines and Bases of Education of 1996, the National Curriculum Parameters of 1997, the National Education Plan of  2014-2024, the National Curriculum Guidelines for Elementary Education of 2013 and the Common National Base of Curriculum of 2017. We seek to highlight the legal foundations that teachers have for the development of a teaching practice without feeling threatened, by fear and/or discomfort in the environment of school institutions, to implement gender content in school curriculum and debate how relationships are formed not only at school, but also in different social spaces. In this perspective, we seek to bring these legislations closer to the possibilities of reflections presented by the studies of post-structuralist theorists who contribute to the analysis and, above all, to the formation of new generations of children and young people through pedagogical practices in a manner aligned laws that regulate the functioning of Brazilian education systems, wheter federal, state or municipal.