Positioning in the dialogue on gender and sexual diversity in Brazilian schools

This study sought to comprehend the effects of sharing reports of personal experiences that support people's opinions in a reflective structured dialogue (RSD) in the controversial topic of teaching gender and sexuality in schools. Positioning theory was used to analyze a dialogue session with 12 participants with different opinions and social functions related to the theme. Analysis showed how sharing personal experiences can be influenced by the positioning games assumed in the conversation sequence, which may limit the dialogic potential of the group. The implications of these games in considering the use of RSD and recommendations and suggestions for future research are discussed.