Abstract
Starting with the consideration that most of the policies for the formation of teachers become concrete in the modification of the curricular designs, and that at the same time each institution receives and makes a particular appropriation of the official curricular normative; we were interested, to inquire into the ways in which what is established in the Law of Integral Education (National Law 26.150/2006) is set out in the pedagogical
practices, in the meanings and representations on bodies, genders, and sexualities inside the pedagogical traditions coexist even today in the teachers formation.
On the other hand and keeping in mind that teaching is a political practice, we put in the center of the debate the need to give place to the pedagogies of sexualities that visualize bodies, genders, and sexualities of teachers and students.
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