Pedagogical Tools and Epistemic Injustice: on the heteronormative framework

Abstract

Gender and sexuality are official curriculum at the national
agenda in human rights for the Ministry of Education. To implement a human rights perspective to education requires new conditions to allow people who are out of the hegemonic sexual frame to express themselves free of violence and injury. As a consequence, to transform the ways of represen
t and figurate gender and sexuality is essential to promote equality. This is the main ethical challenge to the heteronormative frame of the pedagogical
initiatives of the Ministry of Education, mainly in the books and films distributed by the federal public policy. In this article the analysis is conducted from two different approaches on didactic materials distributed by the Ministry of Education, books and films, in which heteronormativity
is the dominant episteme.