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Procedia - Social and Behavioral Sciences 237 (2017) 38 – 43

7th International Conference on Intercultural Education “Education, Health and ICT for a
Transcultural World”, EDUHEM 2016, 15-17 June 2016, Almeria, Spain

Gender and Sexual Orientation among adolescents in Brazil: An

analysis of the prejudice and bullying in the educational context
Antonio José González-Jiméneza & Vinicius Fischerb*
a
University of Almeria, 04007, Spain
b
Psychologist , 90440-110, Brazil

Abstract

Brazil has and adolescent population of over 34 million and face numerous challenges to their health, including their sexual and
reproductive health. Considering the LGBT population the difficulties are even bigger. Recent data shows that 28% of all deaths
of LGBT population were of people aged under 18 years. The objective of the present investigation is to analyze recent studies
conducted about LGBT prejudice in the educational context in Brazil. For this purpose a literature review was performed in
electronic databases to gather investigation. Articles were included if they fulfilled the inclusion criteria. Seven studies met the
inclusion criteria and were included in the review. Five studies focused on adolescents scholars perspectives on homophobia and
other LGBT prejudice, one study investigated teachers perspectives over LGBT prejudice in the educational scenario and one study
investigated the prevalence of suicidal intention and attempts by sexual orientation. As conclusions, LGBT prejudices are
imbricated in the Brazilian educational context. Such reality has a huge impact on adolescent health. Comprehensive Sexuality
Education programs, including and gender and sexual orientation components should be implemented in schools to preserve LGBT
basic rights.
© 2017
© 2016TheTheAuthors.
Authors. Published
Published by by Elsevier
Elsevier Ltd.Ltd.
This is an open access article under the CC BY-NC-ND license
(http://creativecommons.org/licenses/by-nc-nd/4.0/).
Peer-review under responsibility of the organizing committee of EDUHEM 2016.
Peer-review under responsibility of the organizing committee of EDUHEM 2016.
Keywords: Bullying; Gender; Sexual Orientation; Prejudice and Education in Brazil

* Corresponding author. Tel.:+34 950015957.

E-mail address: ajgonzal@ual.es ; viniciusjfischer@gmail.com

1877-0428 © 2017 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license
(http://creativecommons.org/licenses/by-nc-nd/4.0/).
Peer-review under responsibility of the organizing committee of EDUHEM 2016.
doi:10.1016/j.sbspro.2017.02.008
 Antonio José González-Jiménez and Vinicius Fischer / Procedia - Social and Behavioral Sciences 237 (2017) 38 – 43 39

1. Introduction

Brazil is one of the five biggest countries in the world with a population of over 205 million people, of them around
17% are adolescents (IBGE, 2016). These over 34 million adolescents face numerous challenges to their health,
including their sexual and reproductive health (UNICEF, 2014). For example, between 2006-2011 HIV prevalence
increased among young people aged between 17 and 20 years (Brazil, 2012). Around of 30% of boys and 9% of girls
have their first sexual intercourse before the age of 15 (Wellings, Collumbien, Slaymaker et al; 2006).
Besides reproductive aspects, other facets of sexual health among adolescents are of concern, like gender and sexual
orientation. For instance, 23% of girls aged 15-24 who have had relationships, have experienced physical and/or sexual
violence (Stöckl, March, Pallitto et al; 2014).
When taking into consideration LGBT prejudices the numbers are even more alarming. According to the 2014
annual report of the Bahia’s Gay Group, 326 LGBT people were murdered in Brazil. This indicates one murder every
27 hours and shows a 4.1% increase when compared to 2013 data. Out of these 326 deaths, 50% were gay, 41%
transvestites, 4% lesbians, 2% transvestites lovers (T-Lovers) and 0.9% bisexuals. Regarding to age, 28% of were
under 18 when were killed and 68% of victims were between 20 and 60 years (Bahía, 2014).
Different investigations addressing health disparities associated with sexual identity have found the role of
victimization and negative peer relationships during adolescence as a important factor, associated with health risks in
adolescence and young adulthood, such as depression, anxiety, and low self-esteem (Diamond & Lucas, 2004; Ryan,
Russell, Huebner et al, 2010; Russell, Kosciw, Horn et al; 2010). Also, the perceived rejection from a range of people
(family members, coaches, teachers, therapists, neighbors, and friends) was predictive for substance abuse unprotected
sex, HIV infection, self-harm and suicide (Rosario, Schrimshaw, & Hunter, 2009; Lancet 2011).
Taking into consideration to the importance of adolescence as a period self-identity determination, the
incorporation of LGBT and sexual diversity in the curriculum is needed (McGarry, 2013). Effective Sexuality
Education Programs must be adequate to age and culture, providing scientifically accurate, realistic, information about
sex and relationships. By doing so, it enables young people to explore values and attitudes, to exercise their sexual
and reproductive rights and to make decisions about their health and sexuality.
Using the educational environment to inform adolescents about sexuality also helps to address a growing problem,
the Homophobic/Transphobic Bullying. In other words, Bullying (exposition over time to aggressive behaviour that
intentionally inflicts injury or discomfort through physical contact, verbal attacks, fighting or psychological
manipulation) on the basis of perceived sexual orientation or gender identity.
Such form of gender-based violence, based on stigmatizing attitudes and/or discriminatory behaviors affects not
only lesbian, gay, bisexual and transgender youth who experience homophobic and transphobic bullying, but also
learners who are perceived as not conforming to existing gender norms and stereotypes even if they do not identify
themselves as lesbian, gay, bisexual and transgender (UNESCO, 2012). As a result, homophobic and transphobic
bullying also results in students drop out of school (Dinis, 2011).) There are ten actions to stop sexual and gender-
based violence in schools and online resources (UNESCO, 2012, p.15):

x Advocate a holistic approach involving students, school staff, parents and the community.
x Make your students your partners in preventing violence
x Use constructive discipline techniques and methods
x Be an active and effective force to stop bullying
x Build students’ resilience and help them to respond to life’s challenges constructively
x Be a positive role model by speaking out against sexual and gender-based violence
x Be an advocate for school safety mechanisms
x Provide safe and welcoming spaces for students
x Learn violence prevention and conflict resolution skills and teach them to students
x Recognize violence and discrimination against students with disabilities, and those from indigenous,
minority and other marginalized communities

The teachers can use some resources and links to online information on stopping violence in schools (UNESCO, 2012,
p. 27), for example:
40 Antonio José González-Jiménez and Vinicius Fischer / Procedia - Social and Behavioral Sciences 237 (2017) 38 – 43

x Educating for Peace: Classroom Resources (www.global-ed.org/e4p/rm-teachers.htm)

x eTwinning: School partnerships in Europe (www.etwinning.net)
x International Observatory on Violence in Schools (http://www.ijvs.org/3-6185-International-
Observatory-on-Violence-in-School.php)
x Learn Without Fear – Global Campaign to End Violence in Schools (http://learnwithoutfear.org)
x LIFT OFF: Cross Border Human Rights Education Initiative for Primary Schools
(www.liftoffschools.com).
x School-based violence prevention programs: A resource manual
(www.ucalgary.ca/resolve/violenceprevention) Stop Bullying Now (www.stopbullyingnow.com)
x The Global Program on Youth: Monitoring School Violence
(http://gpy.ssw.umich.edu/projects/violence)
x World Report on Violence against Children (http://www.violencestudy.org/r2299).

A study in Thailand on LGTB-Bulling with a sample of more than 2000 students, aged 13 to 20 years, concludes
with four recommendations for policymakers, society in general research, schools and more (UNESCO & Mahidol
University, 2014:6) We could observe in Table 1 the four recommendations to stop sexual and gender-based violence
in schools.

Table 1. The four recommendations to stop sexual and gender-based violence in schools (UNESCO & Mahidol University, 2014, p.6)
Policy makers Society at-large
Remove biased terminology and explanations related to sexual/gender Provide channels of assistance to bullied students,
diversity in existing school curricula. Promote acceptance of sexual/gender diversity.
Establish policies and enforcement mechanisms to address school-related Create collaboration networks between schools and
gender-based violence, including bullying on the basis of sexual civil society.
orientation and gender identity.
Design channels of assistance to bullied students.
Build understanding of sexual/gender diversity in teacher training
programmes so that future teachers will understand and have increased
capacity to teach about them.

Schools Further research

Designing safe spaces for LGBT students in schools, for example, Increase research on these important topics
associations.
acceptance sexual / gender diversity through educational activities that
allow students to express themselves freely
Integrate the content of sex education in curricula
Design and implement clear intimidation against in schools policies.

In Brazil, both the Ministry of Health and the Ministry of Education have recently made efforts regarding sexuality
education for adolescents. In 2009, the Ministry of Health implemented the Adolescent Health Handbook, known as
“Caderneta de Saúde do Adolescente”, (Ministerio da Saúde, 2009). The handbook is given to adolescents to both
inform about different topics (rights, healthy eating, body development, oral health, hygiene, vaccines, puberty,
sexuality and life planning) and to be brought to consultations for health workers fill with information about vaccines,
weight and height.
While the National Education Council through the National Curriculum Guidelines included Sexuality and Gender
as part of the curriculum (Brazil, 2012). If in one hand it is positive that Sexuality be part of the National Curriculum,
on the other hand, as it is stated as “transversal curriculum” (contents considered important for students but not part
of any specific subject) it is difficult to gather information about the quality and frequency of the Sexuality Education
programs developed in different schools. Besides, by not being mandatory content of any of the subjects, it usually
ends up being forgotten by teachers (Guizzo & Rippol, 2015).
 Antonio José González-Jiménez and Vinicius Fischer / Procedia - Social and Behavioral Sciences 237 (2017) 38 – 43 41

In order to propose effective sexuality education programs for adolescents, aiming to diminish prejudices and
increase free will and acceptance of diversity it is mandatory to have information about of how does LGBT prejudices
are manifested in the educational context both for students and teachers. Considering this panorama, the present
investigation aims to review and analyze recent studies conducted about LGBT prejudice in the educational context in
Brazil.

2. Methods

A literature review was conducted in electronic databases in order to gather information about Homophobia and
LGBT prejudices phenomena among Brazilian adolescents in the educational environment. The studies included for
further evaluation were those which met the following inclusion criteria:
1. Analysis of LGBT prejudice.
2. Participants were teenagers or those presents in their educational routine (teachers and family).
3. Studies published in Portuguese, English or Spanish.
4. Studies published in the past 10 years.

3. Results

Seven studies met the inclusion criteria and were further analyzed. Five studies focused on adolescents scholars
perspectives on homophobia and other LGBT prejudice (Asineli-Luz & Cunha Souza, 2011; Teixeira-Filho, Rondini
& Bessa, 2011; Roseli-Cruz, 2011; Peruchi et al., 2014; Silva, Silva & Faro, 2015), one study investigated teachers
perspectives over LGBT prejudice in the educational scenario (Borges et al., 2011) and one study investigated the
prevalence of suicidal intention and attempts by sexual orientation (Teixeira-Filho & Rondini (2012).
Asineli-Luz & Cunha Souza (2011) analyzed the perceptions about the homophobic discrimination among High
School graduates in Brazil from 2004 to 2008. They used data of 6,414,302 students, aged between 16 and 25, available
from the socioeconomic questionnaire of the National Examination of High School in Brazil (ENEM) and observed
the three factors related to homophobia among these students: (1) suffering homophobic discrimination, (2) witnessing
homophobic discrimination and (3) admitting homophobia. The data analysis shows that students who did not report
having been the targets of homophobic discrimination evaluate their school experience more positively than their peers
who have experienced discrimination.
Teixeira-Filho, Rondini & Bessa (2011) conducted a survey with 2.282 high school students of both sexes in three
cities of São Paulo state with the objective of analyze the presence of homophobic contents. As a result, it was
identified that participants reproduce and reinforce the hegemonic discourses of control of sexualities guided by the
attempt to promote heterosexuality as the only form of sexual intelligibility, to the detriment of other forms of
expression of sexuality.
Another investigation studied homosexuality, homophobia and the aggressiveness of curse words among state
school students aged 9 to 14 years (Roseli-Cruz, 2011). As a result, was found that 90% of the swear word
aggressiveness referred to the offended person’s and/or to hers or his family’s sexuality, especially to the mother, and
to homosexuality. In other words, the use of swear words contributes to homophobia and aggressiveness at school.
Outside of the educational system but also investigating the effects of LGBT and homophobia prejudices among
youth in Brazil, Peruchi et al. (2014) studied the situations of homophobia in the context of family relationships
experienced by lesbian and gay youth. The data analysis indicated that prejudice is articulated in the family context as
a device to legitimize the violence and consequently causing temporary or permanent rupture of the familiar bond and
often leading to or expulsion from the house of the parents in complex circumstances and often painful.
A study conducted by (Souza, Silva & Faro, 2015) with 808 adolescents (average age of 14.9 years, SD = 1.98)
from 9 public schools in Aracaju aimed to verify the relations among bullying and homophobia and the presence of
homophobic content in verbal bullying. As a result, researchers found that the presence of homophobic content in
verbal bullying was the second most frequent form among male participants (20%) and lower incidence among girls
(2%). In addition, bullies adolescents had higher scores on the scale of homophobia, compared to targets (p <0.05).
Taking consideration of teachers perspectives, Borges et al. (2011) interviewed 20 teachers of state schools in the
city of Santa Maria (RS) to gather their perception on homophobia at school. It was observed that there is no formal
42 Antonio José González-Jiménez and Vinicius Fischer / Procedia - Social and Behavioral Sciences 237 (2017) 38 – 43

concern with sexuality issues at school. Discrimination and jokes around those who are or appear to be homosexuals
are generally ignored. Additionally, teachers interviewed reported great difficulty in dealing with homophobia in the
classroom environment.
Teixeira-Filho & Rondini (2012) sought to investigate the associations between sexual orientation and ideation and
suicide attempts among adolescents aged between 12 and 20 years living in three municipalities of São Paulo State.
Corroborating international research findings, it was showed that non-heterosexuals are more likely to attempt and
think about suicide when compared to heterosexuals. In addition, participants indicated having different homophobic,
sexist and heterocentric opinions and values, reflecting the school environment.

4. Discussion

The present investigation had the objective to gather information about homophobia and other LGBT prejudice
among scholars in Brazil. The studies reviewed indicated an urgent need for sexuality education programs
comprehending sexual orientation and sexual identity to promote GLBT rights and diversity acceptance. The actual
context of imbricated homophobia and GLBT prejudice has serious impact in society, even causing deaths.
As the educational context is one the most important environments of socialization among teenagers, schools must
take the diversity in it and no longer disregard the existential sexual diversity in this space (Louro, 2007). As stand
Borges et al (2011) school principals and mentors have to be sensitized to the issue to better provide support teachers
in addressing sexuality education issues.
It is important that the educational system and schools appropriate means of deconstruction of heterocentric
normativity to preserve the rights and citizenship of the people who do not identify with the prevailing models of
heterosexuality (Teixeira-Filho, Rondini & Bessa, 2011).
As postulate by the International Planned Parenthood Federation (IPPF), sexuality education must not just inform
about contraception and sexually transmitted diseases but also aiming “to educate about all matters relating to
sexuality and its expression, including issues such as relationships, attitudes towards sexuality, sexual roles, gender
relations and the social pressures to be sexually active…” (IPPF, 2006). Besides the implementation of sexuality-
inclusive education programs, teachers should pay attention to the vocabulary applied in class, assuring that:
a) The analogies used when teaching don’t express heterosexuality as a given instead of being one of many
possibilities.
b) Use of inclusive language when referring to students, families, or others outside the classroom;
c) Use students’ preferred names and gender pronouns (although caution should be used when speaking to
parents/caregivers so as not to “out” a student).
d) Build knowledge of vocabulary like ally, respect, diversity..
e) use gender-neutral language, such as partner when appropriate.
f) Consider and control the ways stereotypes are perpetuated and intervene when students or other staff perpetuate
them (McGarry, 2013).

If schools incorporate sexuality education programs based on broader conceptions of sexuality it is probable that
LGBT prejudices, stereotypes, homophobic victimization, social and affective isolation will decrease. Quaresma da
Silva (2014) tells us that: “the results show that sex education is not a crosscutting theme in schools, and that it is
mostly dominated by the biomedical discourse. This means that non-heterosexual practices and identities are
neglected and that representations of gender and sexuality that reproduce and legitimate gender disparity are
accentuated” (p. 1).

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