QUEER CURRICULUM IN MOACIR GADOTTI

ANALYSIS OF PEDAGOGICAL THOUGHT ARTICULATED TO THE CONSTRUCTION OF A QUEER EDUCATION

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Authors

DOI:

https://doi.org/10.56579/rei.v8i2.3225

Keywords:

Pedagogical Thought, Moacir Gadotti, Queer Curriculum

Abstract

This text stems from an evaluative-reflective report constructed for the discipline Brazilian Education in Contemporaneity offered in the Master's program in Education, Contemporary Contexts, and Popular Demands. Based on the works of Moagir Gadotti (2003; 2004), which seeks to contextualize the historical and political processes of pedagogical thought, this study aims to construct a reflective analysis to articulate the author's ideas with the concept of ​​a queer curriculum, which seeks to recognize plural forms of knowledge and identities as legitimate (Ferreira; Paiva; 2024). In this way, the analysis of these works contributes to enriching critical reflection about the pedagogical perspectives that are present in the contemporary educational scenario and, by establishing connections with the theme, favors the construction of dialogical educational practices for the valorization of diversity in the educational field.

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Author Biographies

Vinicius Costa Nunes Ferreira, Federal Rural University of Rio de Janeiro

Graduate in Pedagogy – Teaching Degree (IE/UFRRJ). Postgraduate in Neuropsychopedagogy and Special Education (Celso Lisboa). Postgraduate Student in Special Education and Technological Innovation (PROEXT/UFRRJ). Master’s Student in Education, Contemporary Contexts and Popular Demands (PPGEduc/UFRRJ).

Fabrícia Vellasquez Paiva, Federal Rural University of Rio de Janeiro

Holds a degree (bachelor’s and teaching degree) in Portuguese Language/Literatures from UERJ and a degree (bachelor’s) in Social Work from UFF. Holds a Master’s degree in Education from UFRJ and in Cultural Assets and Social Projects from FGV/RJ. PhD in Education from UFRRJ. Holds specializations in the areas of Special Education (UNIRIO), Children’s and Youth Literature (UFF), Social Work (UnB), Health Promotion and Social Development (Fiocruz), Gender and Sexuality (UERJ), Planning, Implementation and Management of Distance Education (UFF), and Participatory Democracy, Republic and Social Movements (UFMG).

References

ARROYO, Miguel G. Currículo, Território em Disputa. 5. ed. Petrópolis, RJ: Vozes, 2013. 374 p.

FERREIRA, Vinícius Costa Nunes; PAIVA, Fabrícia Vellasquez. Mesmo antes de nascer, já definiram como eu deveria ser: análise sobre formação social cisheteronormativa para pensar educação inclusiva. Revista Memória LGBT, v. 10, n. 1, p. 61–94, fev. 2025. Disponível em: https://www.revista.memoriaslgbt.com/index.php/ojs/article/view/96. Acesso em: 3 dez. 2025.

FERREIRA, Vinícius Costa Nunes; PAIVA, Fabrícia Vellasquez. Mudei de escola achando que tudo iria mudar: refletindo o currículo e a formação de professores dispostas a uma educação queer. Revista Interinstitucional Artes de Educar, Rio de Janeiro, v. 10, n. 2, p. 764-783, out. 2024. DOI: 10.12957/riae.2024.82480. Disponível em: https://www.e-publicacoes.uerj.br/riae/article/view/82480. Acesso em: 3 dez. 2025. DOI: https://doi.org/10.12957/riae.2024.82480

GADOTTI, Moacir. História das ideias pedagógicas. São Paulo: Editora Ática, 2003.

GADOTTI, Moacir. Pensamento pedagógico brasileiro. São Paulo: Editora Ática, 2004.

LOURO, Guacira Lopes. Um corpo estranho: Ensaios sobre sexualidade e teoria queer. Belo Horizonte: Autêntica, 2018.

SILVA, Tomaz Tadeu da. Documentos de identidade: uma introdução às teorias do currículo. 2. ed., 9. reimp. Belo Horizonte: Autêntica, 2005. 156 p.

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Published

2026-04-07

How to Cite

Ferreira, V. C. N., & Paiva, F. V. (2026). QUEER CURRICULUM IN MOACIR GADOTTI: ANALYSIS OF PEDAGOGICAL THOUGHT ARTICULATED TO THE CONSTRUCTION OF A QUEER EDUCATION. Interdisciplinary Studies Journal, 8(2), 01–11. https://doi.org/10.56579/rei.v8i2.3225

Issue

Vol. 8 No. 2 (2026): JOURNAL OF INTERDISCIPLINARY STUDIES

Section

DOSSIER ON BASIC EDUCATION, DIVERSITY AND INTERSECTIONALITIES: INTERDISCIPLINARY APPROACHES TO KNOWLEDGE, POLICIES AND EDUCATIONAL PRACTICES

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