ABSTRACT
In Brazil, a conservative wave has sought to avoid discussing gender in schools, and as a result, teachers have refused to discuss diversity with their students, in spite of gender inequality. As I have argued in a previous research study (Jesus 2016), language teachers are not adequately prepared to face diversity in educational settings. This situation strongly affects teacher education and critical education in Brazil. In this chapter, I attempt to demonstrate, based on the theoretical framework of gender studies, possible ways to foster resistance against gender inequality and develop a teacher education framework oriented towards difference.
