Thus it can be inferred that, no matter how hard if argues on social inclusion in the pedagogical resume, as for example: the respect, the acceptance, the difference, forms to deal with the preconception, etc. However, in the question of the homossexualidade, little advanced, observe that the inclusion of the homosexuals in the society is important, therefore they are not abnormal, only not if they relate sexually with somebody of the opposing sort, does not have nothing of missed with this they deserve respect as well as all we. In the same way that it has lessons of biology and history, they would have to also reserve lessons to deal with citizenship, rights and duties, to promote a debate between the pupils, to take palestrantes, to show that the homosexuals do not have nothing of different. As professors (), we must being valid in them pedagogias that problematizem the suffering and the exclusion of people who are to the edges, in way that they can speak not only in the classroom, but also to intervene with the resume to diminish the relations of being able that they legitimize its constant subalternizao. (BLOND, 2007). The citizens tend to have preconception of what they had never had contact and this debate would sufficiently help in the combat to the discrimination against the homosexuals and all the other types of minorities. The objective of all education always must be the formation of the individual, having to generate awareness, freedom and personal balance propitiating quality of life.
BIBLIOGRAPHICAL REFERENCES ARIS, Philippe. Social history of the child and the family. 2 ed., Rio De Janeiro: LTC, 1981. Beyond: Homosexuals face daily preconception in the schools Available in: < >. Access in: 25 of October of 2010.
NATIONAL ADVICE OF COMBAT To the DISCRIMINATION. Brazil without Homofobia: program of combat to the violence and the discrimination against GLTB promotion of the homosexual citizenship. Brasilia: Health department, 2004. FOUCAULT, M. the woman the youngsters of the history of the sexuality. In: History of Sexuality v. 3. Rio De Janeiro: Peace and Land, 1997. ____. Of the friendship as life way. Interview of Michel Foucault the R. Ceccaty.J. Danet and J. Le Bitoux, published in the periodical Gai Pied. Translation of Wanderson flower of the Birth. Gai Pied, N. 25, 1981, P. 38-39. ____. History of the sexuality: the will to know. 7a ed. Rio De Janeiro: Graal, 1985. ____. The True Sex. Preface of the book Herculine Barbin: the daily one of a hermaphrodite. In: PANIZZA. the Herculine Barbin: the daily one of a hermaphrodite. Rio De Janeiro: Francisco Alves, 1983, P. 1-9. FURLANI, J. Sexual Education: of esteretipo to the representation arguing in favor of the sexual multiplicity, of ethnic-racial sort and. In: RIBEIRO, P.R.C.; IT HISSES, M.R. S.; SOUZA, N.G.S.; GOELLNER, S.V.; SOUZA, J.F. (Org.). Body, sort and sexuality: arguing practical educative. Rio Grande: FURG, 2007a, P. 46-58. ____. (Org.). Sexual education in the School: sort equity, exempts sexual orientation and ethnic-racial equality in a proposal of respect to the differences. Florianpolis: FUDESC (Foundation University of the State of Santa Catarina), 2008, P. 8-17. ____. Myths and taboos of the sexuality human being. 3a ed. Belo Horizonte: Authentic, 2007b. ____. Sexual myths and Taboos Representao and Desconstruo in the context of the Sexual Education. In: RIBEIRO, P.R.M; FIGUEIR, M.N.D. (Org.). Sexuali