INTERSECTIONALITY BETWEEN GENDER EQUALITY, LAW AND EDUCATION IN ELEMENTARY SCHOOL II, IN MARABÁ, PARÁ

Abstract

This study examines the intersectionality between gender equality, law, and education in Elementary School II in Marabá, Pará. The objective is to analyze how legislation and educational policies address this theme and identify challenges in their implementation. The theoretical framework is based on the legal and normative bases, as well as on educational and social theories on gender and education, which guide the promotion of equity in schools. The research, with a qualitative and quantitative approach, is based on a bibliographic and documentary review, analyzing the curricular matrix and institutional documents from 2019 to 2023, combined with data collection in the field. Interviews were conducted with managers of the Municipal Department of Education and questionnaires were applied to teachers and students to assess the perception of gender equality in the school environment. The results indicate that, although there are normative guidelines on the subject, their application focuses on combating violence against women, without addressing equal opportunities and the deconstruction of stereotypes in a broad way. The inclusion of the theme occurs in a fragmented way and depends on the initiative of schools and teachers. It is concluded that more structured public policies are needed to ensure a transversal approach to gender equality in the school curriculum. The study reinforces the importance of effective pedagogical strategies, continuous training of educators and strengthening of public debate to promote a culture of equity in the school environment.