The main objective of the research was to analyze the discursive practices of
Geography teachers from the state of Tocantins. And according to the narratives, we
looked for elements that showed the way that these professionals approached issues
of gender and sexuality within the scope of their practices. To achieve the objective
proposed by this research, she relied on a conceptual approach on identity, Queer
theory, gender, sexuality and geography teaching. A dialogue between Geography
and gender is proposed during the work, making considerations of how Geography
has approached this concept in the world and, mainly, in Brazilian geography.
Subsequently, interviews were conducted with teachers from five different cities in
the state of Tocantins. In this way, it was possible to analyze what was the
knowledge of these teachers about the theme, how they approached it in the school
environment and how professionals viewed this debate in that space. The interviews
carried out showed a gap in the training of these professionals, since neither during
graduation nor during the exercise of the profession they received training to address
gender issues. Teachers' difficulties in addressing these terms were pointed out. The
researcher who proposes to study this theme faces prejudice in this field of research.
In this way, it is healthy to unveil the basis of the geographic organization of society
and the power structure that generates these spaces. In this way, it is highlighted that
a wide debate on gender and sexuality is necessary, as it is still a marginalized area
in Geography. When thinking about spatiality, it is necessary to consider the
multiplicity of social relations, in this way, the space is not ready and finished, but is
in constant transformation, therefore, it reflects the hegemonic patterns.
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