The concepts of gender and sex have been considered in recent literature as elements of power, under the circumstance of contemporary floating constructions. In the field of Education, a “deconstructed”, non-normative look is needed as a political act on issues of sexual diversity and gender. The curriculum as a culture can and must take a Queer view at school. In this research we intend to make a comparative study on sexual and gender diversity in the academic environment, listening to the voices of students from the University of Madeira and the Federal University of Sergipe. In this way, we emphasize coeducation in the construction of inclusive environments and their contribution in the field of pedagogical innovation. The discussion of these themes in the academy is fundamental for the conceptual renewal and the organizational contexts of the practice of pedagogy. It also contributes to important changes in social agendas.

Amplas e diversas questões relacionadas aos temas gênero, corpo e sexualidade permeiam o ambiente escolar, ressignificando conceitos e normas. Este trabalho resulta de uma pesquisa desenvolvida com o objetivo de analisar quais discursos são produzidos por docentes e discentes acerca das relações de gênero e da diversidade sexual no Colégio de Aplicação da Universidade Federal de Sergipe. A abordagem metodológica foi influenciada pelos estudos pós-estruturalistas, utilizando como estratégia para coleta de dados, entrevistas com seis docentes (três do sexo masculino e três do sexo feminino), seis estudantes (três do sexo masculino e dois do sexo feminino) e uma psicóloga. Sugere-se que os discursos biológico, religioso, pedagógico, científico, moralista atravessam as falas dos participantes da pesquisa, produzindo discursos heteronormativos e reguladores sobre as relações de gênero e sexualidade. Apesar da existência do desenvolvimento de algumas atividades relativas às temáticas na instituição, poucas experiências subversivas as normas de gênero são percebidas nos discursos.

Bodies and sexualities are present in universities, but, even so, they continue to be denied and displaced to social silence. Building dialogues with the academic-scientific community can change traditional scenarios about the aforementioned themes and open possibilities for pedagogical innovation. The purpose, in this article, is evident in outlining theoretical and methodological approaches regarding the affirmation of sexuality, body and gender, in the academic context. Anchored in post-critical studies, we will seek to dialogue with authors of significant scope, such as: Michel Foucault, Judith Butler, Guacira Lopes Louro and Beatriz Dounis.

This paper investigates the transformations that contemporary education is suffering under the new requirements arisen from the information era regarding the representation of time and the production of information and knowledge. Through a bibliographical study, this paper moves the discussion between the dematerialization of space, the acceleration of time and the strangeness of multicultural knowledge where universal concepts and instant question in a relentless need to innovate and reform the foundations of science, education, arts and culture are noticed. Based on the reflections of