This Thesis is linked to the research line Educator Training, Pedagogical Praxis and
Curriculum in the Amazon, from the Postgraduate Program in Education in the Amazon
(PGEDA).It is an implicated research with a phenomenological focus that debates
LGBTIphobia in the basic school of the northern Amazon, whose general objective is to
understand the experiences related to LGBTIphobia and the pedagogical actions of confront
curricular justice strategies created by LGBTI+ teachers in the context of heteronormative
basic school in the northern Amazon. As specific objectives we have: to describe teaching
experiences about LGBTIphobia in the context of basic schools from the northern region; to
explain curricular justice as strategy for confronting LGBTIphobia; to develop a typology
based on the narratives of experiences, experiences and strategies of pedagogical
confrontation of LGBTIphobia.. To support our discussions, we built a theoretical reference
of hidden curriculum in Tadeu Tomaz da Silva, curriculum modeled in Sacristán and
curricular justice in Santomé, in addition to the conceptualization of LGBTIphobia and its
legal implications. The theoretical-methodological reference presents Alfred Schütz's social
phenomenology as a perception of connective teaching experiences; the narrative interview of
Fritz Schütze as a data gathering technique; the documentary method of Ralf Bohnsac as a
method of analysis. Based on this discussion, we present the following conclusions: a) in the
self-perception as an LGBTI+ subject in society and school; b) the teacher-teacher
relationship that constitutes heternormative demands; c) the teacher-student relationship that
characterizes the teaching reference and the development of pedagogical practices to confront
LGBTIphobia. In this context, we defend the Thesis that the Pedagogy of Belonging acts as a
typification of confronting LGBTIphobia in basic schools in the northern Amazon.
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