(2021-02-19) Albuquerque, Adriana de Souza; Silva, Lucas Victor; http://lattes.cnpq.br/0058476610695399; http://lattes.cnpq.br/2963782145798809
This article presents an experience report, through a literature review and participatory observation carried out at the Silva Jardim High School Reference School, experienced within the Teaching Initiation Program, in the History subarea, of the Federal Rural University of Pernambuco. This text reflects on the educational potential of the classification approach carried out within the Gender Core Wilma Lessa. We conclude that, thanks to popular movements and social demands, during the period of redemocratization in Brazil, it advances in the creation of education documents that reinforced the importance of teaching gender in schools. However, given the political conjuncture of the last few years, the teaching of gender has recklessly been censored from official documents, through the interference of neoconservative and neoliberal groups. In return for such a setback, a Secretariat for Women in Pernambuco expands the number of educational institutions with Centers for Gender Studies and Confronting Violence Against Women, enabling teachers and teachers to work in teaching gender in schools.
