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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 study aims to reflect on how pedagogical practices, from the perspective of sexual and gender diversity, interfere in the process of teacher education, based on the theoretical assumptions of qualitative research. Regarding the method, I opted for (auto)biographical narratives, as I understand that it would make it possible to better capture the narratives inherent to the experiences of the subjectivity of gender, sexuality and sexual diversity of the interviewees, using the interview as a data collection instrument narrative. The research had the collaboration of seven graduates and students of the Licentiate Degree in Pedagogy at Campus VII of the State University of Bahia. From the analysis, it is possible to infer that it is necessary to think about teacher education in a way that effectively ensures the problematization of issues related to gender, sexuality, sexual, ethnic and generational diversities, among others. It is also necessary to emphasize that researching about gender and sexual diversity is a challenge, both on the part of the collaborators and on the part of the researchers, if we consider the transformative character that a study with this dimension can evoke in the academic community, in society and more directly in the lives of LGBTTQIA+ people. [ABSTRACT FROM AUTHOR]

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This article systematizes the specific literature on LGBTQIA + cinema and education, identifying the methodological process and its main scientific contributions. Methodologically, when introducing the literature review as a research technique, it was intended to contribute to the construction of a literature review in a more systemic way so as to guarantee reliability in the production of scientific knowledge. It was verified, from the selection of variables and inclusion/exclusion criteria, that the analyzed studies about LGBTQIA+ cinema and education, suggest an absence of scientific productions on the theme, which undermines the problematizations and contributions to the destabilization of norms, classifications and hierarchies in the field of education. [ABSTRACT FROM AUTHOR]

The article aims to analyze how fag’s body speeches are constructed in gay techaers living in the interior of bahia. The study is anchored in the (auto) biographical approach, that conceives the narrative as na intrument of data production, since it subjectivity evidence elements of the subject, their training trajectory and life experiencies. With the selected narratives, analyzes how the fag body is built, having as parameters the mechanisms estabelished boy the current rules, based on heteronormativity. So, it is possible to infer the foreing bodies are constituted as discourse and violate the norm. They demarcate borders and declare themselves freed from the heteronormative shackles wich they were subjected and, then, impose themselves when problematizing issues considered as not subject to discussion, porpose news possibilities to live gander and sexualities based on differences. [ABSTRACT FROM AUTHOR]

The present study aims to analyze the reasons for the difficulties encountered by students of the 8th Year of Elementary School of a state public school in the municipality of Senhor do Bonfim / BA, regarding the understanding and use of mathematical symbology in the problem solving process contextualized or not. The research was carried out through the application of three activities in the classroom during four classes of 50 minutes each. The main conclusions point out that the learning of Mathematics is considered as a difficult task for both the student and the teacher. However, we signal to the need to stimulate students to the problem-solving method since the initial grades, approaching the content of the situations experienced by them. Thus, we realize how much reading and writing are an important part of this process. [ABSTRACT FROM AUTHOR]