Abstract:
Based on Derrida’s ideas on Deconstruction, there was the dismantling of discriminatory discourses of Sexuality and Gender - which are highly damaging socially - developed through interviews with students, especially influenced by the Archeology of Knowledge and the Genealogy of Power, according to Foucault. The objective was to ascertain the existence of flaws in scientific reasoning, inconsistencies and contradictions in discriminatory discourses. There is a strong presence of Logocentrism, on the basis of discrimination. In this context, the absence of Formal Logic, associated with the lack of scientific knowledge, leads 55.2% of students to uncritically adhere to propositions based on decontextualized biblical readings that exclude hermeneutics. Such erroneous readings feed discriminatory discursive formations, figuring as a permanent possibility of civilizing regression. Deconstruction presented itself as a viable path for the development of pedagogical strategies to combat prejudice, through education, at all levels and modes of teaching.
Keywords:
Education and sexuality; Scientific knowledge; Formal logic; Discriminatory speech; Science and religion