DIA DA FAMÍLIA NA EDUCAÇÃO BÁSICA: AÇÃO DE TOLERÂNCIA OU DE INCLUSÃO DAS FAMÍLIAS HOMOMATERNAIS E HOMOPARENTAIS?

Abstract

This study investigates how Human Rights Education, understood as the triad of freedom, equality, and difference, can guide inclusive pedagogical practices in Basic Education by recognizing homomaternal and homoparental families in institutional actions such as Family Day. It seeks to understand the cultural conditions that shape conceptions of family and how these families perceive their presence in the educational environment. The research articulates theoretical framework and empirical analysis, mobilizing authors such as Bobbio, Candau, Foucault, Louro, Uziel, and hooks. It adopted a qualitative and quantitative approach, oriented by the evidential paradigm and by the triangulation of data from educational units (documentary analysis of PPPs, interviews with the management team, and a closed questionnaire applied to professionals), complemented by semi-structured interviews with homomaternal and homoparental families and observation of Family Day. Discourse analysis was the central foundation for interpreting the materials, making visible silences, gestures, and representations that shape institutional practices. The results show that, in the documents, the term “family” is mobilized in a generic way, without explicitly naming plural arrangements; that managers, while adopting an inclusive tone, avoid naming dissident bonds; and that professionals reveal training gaps and a mismatch between declared knowledge and received training. The families indicated partial recognition and conditional participation, with intensified judgments on maternities that escape the heterosexual norm — especially crossed by markers of gender and race — while also constructing everyday strategies of affirmation. In the analysis of Family Day, it was found that invitations and communications preserve generic language; opening speeches established a welcoming atmosphere without naming diversity; ambiences and murals alternately opened spaces of belonging or recentered maternal figures; and performances and souvenirs reinforced normative repertoires, silencing non-hegemonic configurations. Based on these findings, an Educational Product was developed in the form of an audiovisual collection, with three videos and supporting materials for in-context training of teachers and managers: video 1 contextualizes and gives visibility to homomaternal and homoparental families; video 2 guides the rewriting of the PPP based on community data; and video 3 qualifies Family Day with proposals for inclusion and participation. The material articulates theoretical foundations and practical examples to sustain the effective recognition of family plurality and reinforces Martins’ notion of overculturality as a horizon for integrating cultural experiences and social conditions.