SEXUAL AND GENDER DIVERSITY FROM THE PERSPECTIVE OF HIGH SCHOOL TEACHERS

Abstract

Brazil is a country marked by various forms of violence against LGBTQIA+ people. Although the school should be an environment that promotes social development, it often reproduces these forms of violence. Therefore, the aim of this study was to understand the perception, knowledge, preparedness, and management of sexual and gender diversity in adolescence by high school teachers. To this end, 10 high school teachers from two public schools were interviewed, using a sociodemographic questionnaire and a semi-structured interview script with five cases for discussion. This is a qualitative study, and the data were analyzed through thematic analysis. The results clearly show that teachers have a superficial understanding of sexual and gender diversity and of LGBTphobia. The handling of discrimination is reactive and occurs only in response to violent incidents—there are no preventive measures. Topics such as sexual and gender diversity are not addressed in the classroom due to insecurity, lack of support, knowledge, and preparation. It is concluded that it is necessary to broaden the perception of sexual and gender diversity, violence, and LGBTphobia; to review the curricula of teaching degree programs; to address discrimination throughout the academic year; and to train teachers to adequately respond to the needs of LGBTQIA+ students within the school environment.