"Uma canção pra você"

In this article I discuss the elaboration and validation of a Didactic Sequence (SD) proposal that seeks to address gender issues, in particular trans gender identity in association with the teaching of biology. Its development is anchored in the assumptions for anti-oppressive education, aiming at teaching non-sexist biology, which is capable of promoting critical thinking among students, in addition to contributing to the learning of the suggested scientific concepts. The SD has gone through the validation process by both biology teachers and trans women. The results of this validation showed that the SD proposed here fulfills its objective and points to the importance of proposals of this type for teaching critical biology.