Building a School Curriculum to Recognize Diversity

Abstract

This article aims to understand the implications of the traditional curriculum for the formation of the identities of LGBTQIAPN+ subjects in schooling processes. It presents an analysis based on an intercultural debate as a possibility for the organization of curricula.  It discusses aspects of the curriculum and how it can promote education for citizenship, encouraging respect for human rights and diversity, and active participation in building a fairer and more inclusive society. This is a qualitative study with bibliographic and documentary analysis, with theoretical contributions from Bento (2011), Candau (2000, 2011, 2014), Giroux (1986, 2005), Junqueira (2009, 2011, 2013, 2019), Louro (1997, 2000, 2001, 2018), Miskolci (2005), Sacristán (2000) and Silva (2010, 2011). It is understood that school is a reflection of a society that was historically constituted in a cisheterosexual, white, Christian and bourgeois culture. The conclusion is that the traditional curriculum makes sexual and gender identities other than the cisheteronormative ones invisible, since the school is still surrounded by norms that make it difficult to recognize, affirm and accept diverse identities and, therefore, in this space exclusionary processes are (re)produced, which calls for urgent action to confront them in search of the recognition of differences.