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Questões de Gênero no Currículo do Ensino Fundamental (Anos Iniciais) do Município de Teresina - PI

by Bruna Angeliny Santos Assunção, Ivania Karoliny Sousa Carvalho, and Maria de Jesus Dos Santos

Posted: February 13, 2026
Server: SciELO Preprints
DOI: 10.1590/scielopreprints.15078

This study aims to discuss gender issues by intertwining them with the guidelines governing Elementary School in the city of Teresina, Piauí, Brazil. The analytical focus is to investigate what is regulated, the alignment between national and regional guidelines, and to understand the meaning behind changes in their content. The documentary research analyzes: the National Education Plans (PNEs) (2001; 2014); the Common National Curriculum Base (BNCC) (2017); the Curricular Guidelines of the City of Teresina (2008); and the Teresina Curriculum (2018). The research is theoretically grounded in key gender studies scholars, including Louro (1997), Butler (2020), and Scott (1995). It is concluded that there is a setback in the treatment of gender issues in the schools of Teresina–PI, influenced by the precepts of the BNCC (2017), which coincides with an increase in cases of violence against women in the State of Piauí.

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