Formação Continuada de Professores/as em Gênero e Sexualidade: Desafios e Possibilidades para a Educação

Abstract

This research addresses the inclusion of gender and sexuality discussions in the continuing education of teachers, focusing on the tensions and challenges faced in the Brazilian educational context. The general objective was to explore and analyze existing studies on continuing teacher education in gender and sexuality. The methodology used was an integrative review. The search database was Periódico Capes, using a single search with the descriptors: “continuing education,” “gender,” and “sexuality.” Inclusion criteria considered only open-access articles published between 2018 and 2025 that were related to the topic. The excluded works were those with restricted access, that did not address the theme, or were published before 2018.Twenty- eight articles were found, and seven were selected. The analyzed studies highlighted the importance of continuing education for building inclusive and transformative pedagogical practices. They also pointed to the contribution of such programs in fostering critical reflection and discussions, and in planning inclusive and affective pedagogical approaches. However, the studies revealed ongoing challenges, such as cultural taboos, conservative and prejudiced thinking, and the lack of effective public policies. The most effective training programs combined scientific knowledge, active listening, and contextualized practices, with an emphasis on continuity and connection to school realities. In this sense, experiences grounded in listening, affection, and intersectionality showed positive impacts.