This paper provides a discussion on sexual difference production processes with the study of two sexual education textbooks. My discussion is based on cultural and feminist studies, articulated with a post-structuralist perspective of analysis. Meanings granted to homosexuality are discussed, in order to show some ways to reflect on how it is didactically possible to deconstruct and construct this sexual and gender-based identity in a positive way at school. The paper questions if respecting diversity can promote curricular inclusion. Sexual representation and ways to «deconstruct» its meanings are discussed, especially those about the kinds of people who establish sexual and affective relationships with people of the same sex. The deconstructive procedure can suggest ways to operate the sexual education pedagogic practice, at any teaching level.
sexual education; feminist studies and cultural studies; deconstruction; homosexuality; development of educators
