Abstract
This paper is based on feminist studies from a post-structuralist perspective and it aims to discuss how categories such as gender and diversity are conceptually and methodologically added in the agenda of basic education teacher training policy based on education for diversity, titled Projeto Gênero e Diversidade na Escola [Gender and Diversity in School Project] (GDE). Four GDE guiding documents between 2007 and 2011 were analyzed. A cultural analysis was carried out to argue about the unintelligibility of gender and diversity education proposed by organized politics based on how sexual and cultural diversity are treated, as well as sex and gender binarism. Its limits and potentialities were tested as a State-based agenda for a certain purpose and governance at the expense of the production of (un)viable bodies.
DIVERSITY; PUBLIC POLICY; TEACHER TRAINING; PROJETO GÊNERO E DIVERSIDADE NA ESCOLA