THE LGBTQIA+ ISSUE ON PHILOSOPHY TEACHING IN HIGH SCHOOL: EXPERIMENTATION AND PRODUCTION OF DIDACTIC MATERIAL (DIDACTIC SEQUENCES)
This paper targets high school philosophy teachers with the purpose of problematizing the role of the philosophy educator in the context of LGBTQIA+ issues in schools, as well as providing didactic materials and sequences appropriate for teaching philosophy in high school. These materials were produced as part of the researcher's Professional Master's Degree in Philosophy (PROF-FILO) and are based on their experiences and experimentation in the classroom. Initially, this study aims to reflect on the reality of prejudice, discrimination, and violence faced by the LGBTQIA+ community in schools, as well as to examine the active involvement of philosophy teachers (teachers and philosophers) in addressing these issues. It seeks to highlight and problematize the reality of discrimination, exclusion, violence, and intolerance based on gender and sexuality in Brazilian schools. The dissertation includes a glossary of LGBTQIA+ terms that provides essential concepts for the effective application of the didactic sequences presented. These sequences are designed to be used as a tool to facilitate critical reflection and dynamic engagement in philosophy education. Through these didactic sequences, philosophy teachers can sensitize and engage young people, thereby turning philosophy classes into formative and informative experiences.