2021-03-262021-03-262017-12OLIVEIRA, Danilo Araújo de. Discursos heteronormativos e produção de sujeitos generificados no currículo escolar. Margens, online, v. 11, n. 17, p. 92-107, dez. 2017. DOI: http://dx.doi.org/10.18542/rmi.v11i17.5436. Disponível em: http://repositorio.ufpa.br/jspui/handle/2011/13085. Acesso em:.1982-5374https://repositorio.ufpa.br/handle/2011/13085This article is a part from a master's research and aims to analyze the functioning of heteronormativity in the curriculum of a basic education school. The methodological approach was qualitative, based on a post-critical positioning. We conducted open interviews with seven teachers (five women and two men) and analyzed the data considering discourse as a theoretical category. The results of the research report that normalizing discourses function as educational demands, giving gender intelligibility to bodies, marking and regulating also those who perform, who distance themselves and break with gender norms. It was also observed that essentialist notions about gender and sexuality are triggered, learned and taught through the crossing of biological and religious discourses in the narratives, defining and fixing two possible and opposing gender identities: male-male / female-female. The discourses that go through the narratives reinforce the (re) production of compulsory heterosexualization in the curriculum investigated, with few experiences of subversions.Acesso Abertohttp://creativecommons.org/licenses/by-nc-nd/3.0/br/Currículo escolarHeteronormatividadeNormas de gêneroSchool curriculumHeteronormativityGender normsArtigo de Periódico10.18542/rmi.v11i17.5436