In this work we aim at identifying theoretical methodological contributions of school psychology to educators dealing with issues related to gender and sexuality within the school context. In a brief introduction we identify the official documents that guide education professionals in issues related to sexuality emphasizing on the National Curricular Parameters. After that, we discuss the place of teachers within educational policies and the barriers these professionals may face when they propose to carry out sexual education in school. Finally, we point out some assumptions that, without an instrumental rationality, may make possible for teachers to develop strategies to deal with expressions of sexuality in the classroom .We argue that this should be done from the human rights´perspective, considering alterity and social protagonism principles.
School psychology; teacher education; sexuality