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This paper focuses on the development of University Extension action carried out remotely, during the pandemic. The objective is to present elements for reflection on curricular practices in this period, highlighting the limits and possibilities of technological resources. As an object of reflection, the "Circles of Culture" were used, which sought to deepen concepts developed by Paulo Freire. In the field notebook records, in forms and minutes, we sought to identify elements for the development of this reflective production. We highlight as obstacles the existing social inequality in Brazil, which prevented the access of part of the population to digital resources. On the other hand, we highlight as a possibility the dialogue with subjects from different parts of the country, the sharing of experiences and materials. We consider that this remote action can be integrated as a complementary activity to in-person extension actions. [ABSTRACT FROM AUTHOR]

This study sought to discuss the relations of gender and sexuality in Youth and Adult Education - EJA from the curriculum practices, considering them important in the pedagogical process of students of this type of education, aiming to reflect on what In this way, the issues of subjectivity of sexual gender are problematized in the Youth and Adult Education curriculum, in a municipal public school, located in the Northern Piemonte Identity Territory of Itapicuru, in the State of Bahia. About methodological procedures, we opted for (auto)biographical narratives, as we understand that this research method favors the study in question, in the sense of enabling greater analysis capacity regarding the proposed objective. From the narratives it was possible to show that the issues of gender, sexuality and diversity need to be problematized within the school, so that it can be constituted as a space of respect for differences. [ABSTRACT FROM AUTHOR]

This final Education undergraduate monograph aimed to analyze how gender, sexuality and sexual orientation are addressed in three adult education textbooks adopted in public schools in João Pessoa, Paraíba, Brazil. Content analysis, including texts and images, was the procedure adopted. Guiding questions were: Which notions of gender and sexuality are presented in the books? What is transmitted (and how) regarding sexism and homo/lesbo/transphobia versus sexual and reproductive rights? Do the books enable (and how do they enable) the understanding and/or discussion of gender equity and respect for sexual differences? Records were listed regarding the amounts of: artistic references in all cultural areas, both in texts and images; texts of all genres and kinds about men and women, and texts signed by each sex; images of men and women in general; images related to so-called masculine and feminine attributes, especially in the home and paid work; instances of sexist and non-sexist language; issues that might suggest discussions about sexuality and sexual orientation. Results point out that texts and images related to men are much more numerous than those related to women, with the exception of images related to the home; the language used is mainly sexist; the books do not address directly discussions about sexual diversity. It is fair to conclude that the textbooks analyzed contribute very little, in a direct manner, to a pedagogical practice focusing on gender and sexual diversity and equity. It is left to educators' discretion the possibility of creating opportunities to develop a curricular project committed to this cross curricular theme. [ABSTRACT FROM AUTHOR]