DIVERSIDADE SEXUAL NO CURRÍCULO DO ENSINO RELIGIOSO: RELAÇÕES E IMPLICAÇÕES COM DEMOCRACIA, CIDADANIA E DIREITOS

Abstract

For quality education, sexual diversity is inseparable from democracy, inclusion, rights and citizenship - school practice, however, there is still prejudice against the LGBT groups. One of the origins of the LGBT prejudice is the historic culture of Christian doctrines and dogmas that have been inserted into education. The goal of this dissertation is to understand, in teaching Religious Education of Cariacica School System, the organization of the relationships between lesbians, gays, bissexuais, transvestites, transgendered and intersexual individuals and the school system through the Religious Education curriculum. It´s evident the occurrence of homophobia and its connection to the significant presence of religious values in school, contrary to the rights of full citizenship. The issue of homosexuality is absent, and when discussing, it´s conducted through in a non-affirmative way. Statistics indicate that evangelical people is more likely to be homophobic. The LGBT students are made invisible, excluded and violated by pedagogical instruments, which legitimize the compulsory nature of heterosexuality. Religious Education, thus, does not fulfill the role of educating for diversity, and ultimately, reinforces proselytism and express discrimination. It was concluded that public schools are places of prejudice and discrimination, and the Religious Education curriculum reinforces this array and not deconstructs that reality. Religious Education, in contrast, must propose a policy of inclusion of sexual diversity; contemplate a set of teaching tools in the deconstruction of prejudice based on sexual orientation and gender identity. It is necessary, in the light of constitutional and cultural diversity, rethink the legislation, the theory and practice of Religious Education, so that it fulfills its constitutional function of educating for citizenship.