This research is linked to the Research Line Curriculum, Teacher training and teaching
knowledge of the Education Graduating Program of the Federal University of Tocantins
(PPGE/UFT), in association with the Study and Research Group on Curriculum and
Educational Policies (Gepce). The study approaches the thematic sexual and gender diversity
in the perspective of the post-critical curriculum and its problematic is delimited by the
question: What is the (re)presentation of sexual and gender diversity in curriculum of under
graduation courses of Pedagogy, Physical Education and Law of the University of Brasília
(UnB). The investigation implied qualitative approach in ethnomethodology and critical
ethno-research perspective, and in the ethno-research training, using bibliographical research
and ethno-texts in documental research of curriculum of under graduation courses. Based on
the methodology, six ethno-texts were studied, two of each course, investigated with
descriptive-interpretive type of content analysis. From the analysis, four sub supportive notions
were grouped: 1) “Presence-absence” of sexual and gender diversity in curriculum of courses;
2) (In)visibility of sexual and gender identities and a curriculum heteronormativity; 3) Training
insufficiencies for teachers and supervised silenced by official documents; and 4)
Disarticulation between teacher training and public policies in work effectiveness with/for
sexual and gender diversity. Final considerations shows that curriculum which inform/train
teachers and lawright operators (including the human rights) are omitted in education for sexual
and gender diversity. More researches in education approaching formative curriculum are
necessary, because they are still designed/planned/practiced in its male and heteronormative
meaning.
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