ABSTRACT
This article aims to discuss the possibilities of bringing about gender and sexuality Performativities Policies in schools through dialogue between the Post-Structuralists Theories and Feminist and Queer Studies and the data presented in the report “Project on the Discriminatory Actions in School Scope”, which included a quantitative study through a survey applied in 500 schools throughout Brazil with the specific purpose of assessing the perceptions of the school community in relation to situations of violence in the school and family environment, the incidence and intensity race discrimination situations, ethnicity, gender and sexual orientation and the recognition and respect for diversity; and the “Agenda Youth Brazil”, which is one of the strategic actions of the National Youth Secretariat (SNJ), aims to meet the demands, opinions and social, cultural, political and demographic of Brazilian youths, recognizing them as rights holders and public policy. The Performativities Policies has been building in the cracks and should be the agenda in discussions of everyday school life so that they can produce practices that eliminate discrimination, resulting in humiliation and aggression (psychological and physical). One of these spaces of discussion is undoubtedly, the curriculum, we know your political potential, by understanding it as a text in which language constructs are viscerally involved in the production of reality. Thus, we believe that to contemplate the themes linked to citizenship (attitudes and values) and to respect the differences, the curriculum may provide learning conditions in which to recover the experiences of corporeity, of belonging, perceptions, and conceptions of the world, making it a welcome space, equity of rights and opportunities.