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The purpose of this text is to problematize the potentialities of a queer pedagogy and curriculum at school. We problematize the argument that queer pedagogy proposes a new political stance, inserting new strategies, attitudes, subversive pedagogical procedures, demarcating possibilities of negotiation in the school space. We concluded that making one finding the school curriculum strange becomes one of the innovations that queer pedagogy proposes to students and teachers today.

WHAT PEDAGOGICAL INNOVATION DOES QUEER PEDAGOGY PROPOSE TO THE SCHOOL CURRICULUM?