THE QUESTION OF GENDER IDENTITY IN BASIC EDUCATION: educators and power games

Abstract

The present work aims to revise pedagogical approaches in the formation of gender identity in Basic Education, offering theoretical-reflexive subsidies to educators so that they do not have empty or ethnocentric discourse in their practice, culminating in traumas in the psychosocial development of their students. Achieving it is part of a stake of interests, far beyond commitment to building inclusive perspectives. As a Method, a bibliographical review is proposed, revealing subjectivism in the practice of educators, observing them within institutional strategies and policies imposed to guarantee stability in socially established identities by normal. As a result, it was established that labeling gender identities as different is a strategy for profit in the consumer society. The need for reflection in school relations was analyzed by analyzing conflicts, disputes and power plays for educators to take an ethical and reflective position in educational practice.