CONSTRUÇÃO E IDENTIDADE: A IMPORTÂNCIA DA REPRESENTATIVIDADE DE GÊNERO NO ENSINO FUNDAMENTAL

Abstract

This article aims to analyze how recent Brazilian scientific production addresses the construction of gender identities in elementary education, with emphasis on the role of representativeness in this process. Based on bibliographic research conducted in the SciELO, CAPES Journals, and Google Scholar databases, eight articles published between 2015 and 2024 were selected. The discussion showed that the school environment is not neutral in relation to gender norms: the curriculum, pedagogical practices, and everyday interpersonal relationships actively participate in the constitution of the identities of subjects in formation. The analyzed studies converge in pointing out critical gaps in initial and continuing teacher education, as well as in school management, which frequently operates through the silencing of gender issues. The intersectional perspective revealed that the experiences of Black girls and LGBTQIA+ students are simultaneously crossed by multiple axes of oppression, which requires specific pedagogical responses. It was concluded that gender representativeness cannot be merely transversal in the curriculum, but rather a structural condition for the school to fulfill its function of forming complete subjects, recognized in their different ways of existing.