Gender studies in the pedagogical projects of pedagogy courses at the Federal Institute of Parana

Abstract

Considering the context of political dispute and the confrontation of LGBTI+ issues in the educational field, as well as the growing anti-LGBTI+ movement and its consequences in education, this article aims to analyze how gender studies are represented in the pedagogical projects of the Pedagogy degree courses at the Curitiba, Pitanga and Palmas campuses of the Federal Institute of Paraná. Using a post-structuralist approach, a quantitative and qualitative analysis will be carried out of the appearance of gender studies in the pedagogical projects, as well as teacher training. The conclusion is that, despite the history of political disputes surrounding gender issues, the pedagogical projects show that the course components have covered this subject. There is a need for competitions that value research and the specificity of pedagogical training, as well as an incentive for continuing training.