LGBT+ and Basic Education: a literature review on the prevention of LGBTphobia in the school context

• Grant number: 25/06763-3
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: August 01, 2025
• End date: July 31, 2026
• Field of knowledge: Humanities - Education
• Principal Investigator: Alexandre Rodrigo Nishiwaki da Silva
• Grantee: Anderson Luz Silva
• Host Institution: Centro de Educação e Ciências Humanas (CECH). Universidade Federal de São Carlos (UFSCAR). São Carlos , SP, Brazil

Abstract

The growing political polarization and the rise of far-right movements in Brazil have exacerbated insecurity for vulnerable groups such as women, Black people, LGBT+ individuals, and children, leading to increased violence and a reduction in educational initiatives against machismo and homophobia. Ideological disputes within schools reflect a broader struggle for power and identity, with students playing a key role in creating more inclusive environments. The National Common Curricular Base (BNCC), approved in 2018, addresses diversity and human rights only superficially, overlooking the need to protect LGBT+ students. Research shows that the majority of LGBT+ adolescents in Brazil experience bullying, insecurity, and physical violence in schools, highlighting the urgent need for preventive actions. Violence against the LGBT+ community manifests in various settings, influencing individuals' identities and behaviors, often resulting in the self-suppression of their sexual orientations. This project aims to analyze preventive actions against LGBTphobia in basic education, comparing national and international strategies. Through a systematic review based on the PRISMA 2020 protocol (Page et al., 2021), the research seeks to identify effective practices and their limitations, following the Communicative Methodology (Aubert et al., 2018), thereby contributing to the creation of safer and more inclusive educational environments for the LGBT+ population.