Law 14.986/2024 and the inclusion of women’s history in basic education: a political and social advanceABSTRACT
The inclusion of women’s history in Brazilian school curricula, driven by the recent Law No. 14,986/2024, represents a milestone in the struggle for gender equality and female visibility. This study aims to analyze the historical development of gender inclusion policies in education, highlighting how the efforts of feminist movements and shifts in public policy have been instrumental in recognizing women’s contributions across various fields of knowledge. The research employs a qualitative methodology based on documentary and bibliographical analysis, encompassing legislation and studies on gender and education. The findings demonstrate that the trajectory of integrating women’s history into Brazilian school curricula reflects decades of mobilization and resistance by social movements advocating for a more equitable education. Law No. 14,986/2024 amends Article 26-B of the Law of Directives and Bases of National Education (LDB) by mandating that curricula incorporate approaches grounded in female experiences. In practice, this entails the revision of instructional materials to include historically marginalized figures, such as Bertha Lutz in science and Carolina Maria de Jesus in literature. Furthermore, the research highlights the role of feminist movements in promoting an educational framework that fosters critical reflection on issues of gender and equality. Ultimately, the study underscores the relevance of feminist movements as agents of transformation, demonstrating how inclusive legislation can pave the way for a more equitable and reflective education.
Keywords:
Women’s history; Feminist movements; Basic education; Public policies; Social policies
RESUMO
A inclusão da história das mulheres nos currículos escolares brasileiros, impulsionada pela recente Lei 14.986/2024, representa um marco na luta por igualdade de gênero e visibilidade feminina. Este estudo busca analisar o desenvolvimento histórico das políticas de inclusão de gênero na educação, destacando como a atuação dos movimentos feministas e as mudanças nas políticas públicas foram importantes para a valorização das contribuições das mulheres em diferentes áreas do conhecimento. A pesquisa adota uma metodologia qualitativa, com base em análises documentais e bibliográficas, incluindo legislações e estudos sobre gênero e educação. Os resultados evidenciam que a trajetória de inclusão da história das mulheres nos currículos escolares brasileiros reflete décadas de mobilização e resistência de movimentos sociais que reivindicavam uma educação mais equitativa. A Lei 14.986/2024 altera o Art. 26-B da LDB ao exigir que os currículos incluam “abordagens fundamentadas nas experiências femininas”. Na prática, isso significa a revisão de materiais didáticos para incluir figuras que antes eram historicamente ignoradas, a exemplo de Bertha Lutz, na ciência, e Carolina Maria de Jesus, na literatura. Além disso, a pesquisa destaca o papel dos movimentos feministas na promoção de uma educação que incentive a reflexão crítica sobre questões de gênero e igualdade. O estudo evidencia a relevância dos movimentos feministas como agentes de transformação, demonstrando como legislações inclusivas podem abrir caminhos para uma educação mais equitativa e reflexiva.
Palavras-chave:
História das mulheres; Movimentos feministas; Educação básica; Políticas públicas; Políticas Sociais
Introduction
The inclusion of women’s history in Brazilian school curricula marks a significant achievement in the struggle for gender equality and the visibility of women in society. This theme becomes even more relevant considering the recent enactment of Law No. 14,986 (September 25, 2024), which mandates the incorporation of women’s histories and contributions in various fields of knowledge into basic education curricula. This legislation represents not only a change in curricular structure but also a historic milestone, opening space for younger generations to learn about the trajectories of heroines who, for too long, remained invisible. Reflecting on the inclusion of women’s history in basic education entails, therefore, to reflect on a political and social path shaped by decades of feminist struggle.
Law No. 14,986/2024 represents a landmark in the pursuit of equity by making the inclusion of women’s contributions in curricula mandatory. Its approval reflects decades of feminist mobilization and addresses a historical gap: the systematic invisibility of women in formal education (Rosemberg, 2013; Fortes, 2024).
By instituting the “Week for the Recognition of Women Who Made History,” the legislation not only revises prevailing narratives but also challenges patriarchal structures deeply rooted in the Brazilian educational system. During congressional debates, the bill faced resistance from conservative sectors but gained support from parliamentarians committed to the agenda of diversity. The law’s final approval symbolizes a collective effort to transform education into a more inclusive and representative space.
The relevance of this theme is linked to the long process of demands and resistance that have shaped the trajectory of inclusive educational policies in Brazil. Writing on this subject also means valuing the achievements obtained through the persistence of social and feminist movements that, since the last century, have fought not only for women’s access to education but also for the recognition of their histories and contributions. Law No. 14,986/2024, therefore, does not emerge in isolation; it consolidates a movement that has expanded over decades, mobilizing female leaders, educators, and legislators in favor of a more inclusive and equitable curriculum.
Thus, this study seeks to answer the following question: How does Law No. 14,986/2024 contribute to the inclusion of women’s history in Brazilian school curricula, and what were the historical movements and challenges that culminated in this legislative achievement? From this inquiry, the main objective is to investigate the historical trajectory of attempts to incorporate gender perspectives into Brazilian school curricula. Furthermore, it examines how public policies, feminist movements, and educational debates have contributed to the visibility of women and gender issues within the educational system. In this way, the aim is to understand how these efforts culminated in the enactment of specific legislation for gender inclusion, with Law No. 14,986/2024 standing as the most recent and prominent exemple of this process.
To conduct this analysis, a qualitative methodology based on documentary and bibliographic research is adopted. The research will be grounded in legislative sources and an extensive literature review on social movements and academic studies on gender and education. Through this approach, the study intends to grasp not only the historical milestones but also the resistances and advances that shaped the path to the approval of this law, reflecting on the construction of an education that values the plurality of voices and experiences.
The development of this article is organized into two main parts. The first section, entitled “Historical Context of the Struggle for the Right to Education,” highlights how, throughout history, women have claimed their place through the struggle for the right to schooling, a precursor to feminist activism.
The second section, “Feminist Movements and the Achievement of Historical Visibility: The Struggle Leading to Law No. 14,986/2024,” explores the role of feminist movements in advocating for policies that guarantee the inclusion of women’s histories and contributions in basic education. It emphasizes how these movements were crucial in driving curricular changes, promoting a more equitable and inclusive education, and broadening the understanding of women’s roles in society.
By unveiling both the achievements and the persistent challenges of this trajectory, this article seeks not only to enrich the understanding of gender inclusion in Brazilian education but also to strengthen awareness of the importance of this transformation for building a more egalitarian society, conscious of women’s contributions throughout history.
Historical context of the struggle for the right to schooling
Before considering the inclusion of women’s history in school curricula, it is necessary to take a step back and examine earlier agendas, such as women’s struggle for the right to access education. Before women could secure the right to historical recognition, they first had to fight for advances that today may seem unimaginable - such as the right to attend school.
As Rosemberg (2013, p. 334) demonstrates, “women’s education only broke the last legal barriers in 1971,” revealing how the Brazilian curricular system systematically excluded their contributions. This invisibility was not accidental but structural: up until the National Education Guidelines and Framework Law of 1996 (National Education Guidelines and Framework Law - LDB), curricula reinforced traditional gender roles, omitting female scientists, writers, and leaders (Sígolo; Gava; Unbehaum, 2021). As summarized in Table 1, the legal milestones from the nineteenth century to the 1970s gradually expanded access to education while perpetuating stereotypes (CEE, 2023).
As evidenced by the table, the Law of 1827, for example, guaranteed basic schooling, but it was restricted to domestic skills (CEE, 2023). Women’s suffrage (1932) and the Statute of the Married Woman (1962) paved the way for female autonomy, although they did not address the historical invisibility of women in school curricula.
These legal achievements did not translate into curricular representation. As Rosemberg (2013, p. 334) points out, “formal education ignored the intellectual contributions of women until the 1996 LDB,” revealing the gap between access and recognition. For instance, the work of Nísia Floresta, a pioneer in the defense of women’s education in the nineteenth century, rarely appeared in textbooks before the 2000s (Giovannetti; Sales, 2020).
Also in the nineteenth century, we may highlight the arguments of Tobias Barreto in defense of women’s education. Barreto is regarded as a progressive for his time, since he emphasized that women’s education was essential for their emancipation. This pioneering view anticipated current discussions on gender equity in education (Sígolo; Gava; Unbehaum, 2021), demonstrating how nineteenth-century debates still resonate in contemporary struggles for inclusive curricula. For Barreto, education should go beyond domestic skills and prepare women to participate fully in political and intellectual life. According to Andrade (2023) on Tobias Barreto:
He proved critical of the idea of female inferiority, arguing that such a conviction was the product of bygone times […] he presented himself as a defender of women with regard to access to education and even proposed a bill […] with the purpose of guaranteeing women the right to formal education (Andrade, 2023, p. 309-310, our translation).
Tobias Barreto’s reflections on women’s education and equality were highly significant in the Brazilian context of his time. By challenging prevailing social norms and conditions and proposing egalitarian education, he laid the groundwork for future discussions on feminism and civil rights in Brazil.
The trajectory of attempts to include the study of women’s history in Brazilian school curricula runs through public policies, social movements, and educational debates that have influenced the visibility of women in the educational system, ultimately culminating in the creation of specific legislation aimed at such inclusion, as we shall see.
A recent study analyzed educational inequalities in Brazil, emphasizing the importance of public policies that promote gender and racial equity in the school environment (Ernica; Rodrigues; Soares, 2024). Furthermore, a 2022 study highlighted the persistence of gender inequalities in education and in the sciences, pointing to the need for new challenges and approaches in the Brazilian context (Sígolo; Gava; Unbehaum, 2021).
These recent studies support reflections on the historical exclusion of women from the Brazilian educational system and how this fact significantly contributed to the perpetuation of structural inequalities in society. By being denied access to formal education, women faced limitations in their participation in the labor market and in leadership positions, reinforcing gender stereotypes and restricting their socioeconomic development.
This educational marginalization not only affected generations of women but also negatively influenced the social and economic progress of the country by underutilizing the potential of a significant portion of the population. Recent studies highlight that the inclusion of gender perspectives in education is essential to promoting equity and breaking with historical cycles of inequality (Sígolo; Gava; Unbehaum, 2021).
If the struggle for access to formal education was an initial milestone, it was feminist movements that broadened demands to include women’s contributions in curricula. As demonstrated by the trajectory leading up to Law No. 14,986/2024, the achievement of historical visibility required decades of mobilization to challenge the invisibility imposed by patriarchal structures. This transition reflects the evolution of feminist agendas: from the right to schooling to the recognition of women’s protagonism in the construction of knowledge and society.
As Rosemberg (2013, p. 342) emphasizes, “the majority of students are women, yet the majority of historical narratives still ignore them.” This contradiction fueled feminist activism in favor of curricular reformulation. The gap between access and curricular recognition would only be addressed with the organized emergence of feminist movements, as explored in the following section.
Feminist movements and the achievement of historical visibility: the struggle leading to law no. 14,986/2024
The inclusion of women’s history in Brazilian school curricula would not have been achieved without the crucial role played by feminist movements. Since the late nineteenth century, these movements have been dedicated to questioning the absence of women in public and educational spheres, challenging the patriarchal order, and demanding the incorporation of women’s experiences into public and educational policies.
From the late nineteenth to the early twentieth century, Brazilian feminists denounced the absence of women both as historical subjects and as participants in the educational system. The initial struggle of these movements centered on expanding women’s access to formal education, as women were regarded as destined exclusively for the domestic and familial sphere.
In relation to feminist struggles and movements, particular attention is given to the so-called “waves” of feminism, which not only reflect social changes but also actively shaped Brazilian educational policies. The following analysis examines each phase and its legacies for the inclusion of women’s history in school curricula. Table 2 summarizes the four waves of feminism and their direct impacts on Brazilian education, from access to schooling to Law No. 14,986/2024.
For example, the Second Wave (1960-1980) resonated in Brazil through the creation of the Brazilian Women’s Center (Centro da Mulher Brasileira, 1975), which advocated for the inclusion of gender discussions in preliminary educational guidelines (Santos, 2020).
Despite such advances, the Fourth Wave faces the challenge of combating digital misinformation that distorts feminist agendas (Menezes; Ferreira, 2024). Campaigns such as #LetHerWork illustrate how online narratives attempt to discredit historical achievements, requiring new communication strategies on the part of social movements. From this perspective, the pursuit continues for the consolidation of an education that acknowledges the plurality of women’s experiences and contributions, reflecting a more inclusive and just society.
This new phase of feminism was marked by incisive criticism of the invisibility of women in historical educational narratives, demanding a reformulation of school content so that women’s lived experiences could be incorporated and valued. Rosemberg (2013, p. 342) notes that, at that time, education was still a field scarcely addressed by feminist studies, even though “the majority of students were women, and the majority of teachers were female.” This scenario began to shift with the strengthening of feminist demands, which culminated in a series of international conferences and events, such as the First International Women’s Conference, held in Mexico in 1975, when the UN declared the following decade the “Decade of Women” (Santos, 2020).
This milestone contributed to the institutionalization of feminism in Brazil, and the 1980s witnessed an effervescence of debates on issues such as reproductive rights, equality in marriage, and above all the right to education. According to Santos (2020), “the feminist movement in Brazil entered a phase of effervescence in the struggle for women’s rights.” These issues also extended to the struggle for the inclusion of women in school curricula, fostering an education that reflected the diversity of women’s experiences and trajectories. Regarding the advancement of this context, Santos (2020) further states:
An important milestone for Brazilian feminism, according to Pinto (2003), was the creation of the National Council for Women’s Rights (CNDM) in 1984. Together with other groups, such as the Feminist Center for Studies and Advisory Services (CFEMEA), based in Brasília, the Council promoted a national campaign for the inclusion of women’s rights in the new constitutional charter. The efforts paid off: the 1988 Constitution is one of the most progressive in the world in guaranteeing women’s rights (Santos, 2020, our translation).
In this sense, it can be stated that during the 1980s, the articulation between feminist movements and public authorities was essential for the creation of inclusive educational policies that reinforced the importance of gender equality in school curricula.
The country’s re-democratization and the promulgation of the 1988 Constitution were significant milestones in this process, even if still rather timid, gradually incorporating issues related to inequalities, gender diversity, and sexualities into the official agenda (Catrinck; Magalhães; Cardoso, 2020, p. 189). As a result of this collaboration, the National Council for Women’s Rights (CNDM) was created in 1984, which, together with other groups such as the Feminist Center for Studies and Advisory Services (CFEMEA), promoted campaigns for the inclusion of women’s rights in the 1988 Constitution (Santos, 2020).
Based on constitutional guidelines and the National Education Guidelines and Framework Law (LDB, 1996), the National Curriculum Parameters (PCNs) were established, becoming the first normative instrument to address gender and sexuality issues in the Brazilian educational context. Catrinck, Magalhães, and Cardoso (2020, p. 191) emphasize that the PCNs included “sexual orientation and cultural plurality as cross-cutting themes”, with the aim of promoting an education that respected diversity and combated discrimination. Still according to Catrinck, Magalhães, and Cardoso (2020):
[…] this governmental agenda sought to implement public policies such as the National Human Rights Program (PNDH), the National Curriculum Parameters (PCNs), the National Council for Combating Discrimination (CNCD), the Brazil Without Homophobia Program, and the creation of the Secretariat for Continuing Education, Literacy, and Diversity (SECAD). These actions, which we understand as a fundamental milestone, propelled policies on sexual diversity and gender within the educational field (Catrinck; Magalhães; Cardoso, 2020, p. 190, our translation).
These public policies were fundamental in ensuring that, in the following decades, gender issues gained space and recognition, providing the groundwork for more specific legislation. These movements brought to light the historical invisibility of women and advocated for the creation of school content that included their trajectories, demands, and contributions. According to Giovannetti and Sales (2020):
The National Education Plan (PNE) established guidelines, goals, and strategies for Brazilian educational policy for the period 2014-2024. It was approved by Law No. 13,005 and enacted on July 25, 2014. Moreover, it is important to understand that the representation of women in History has long been the object of struggles and debates (Giovannetti; Sales, 2020, p. 3-4, our translation).
From the authors’ perspective, the National Education Plan (PNE) established a commitment to education in Brazil, reflecting the need for more inclusive and transformative public policies. However, their citation reminds us that while educational guidelines have advanced, the representation of women in History is still marked by invisibility and ongoing struggle. Each achievement, whether in education or in historical visibility, reflects decades of resistance and questioning, reaffirming the importance of continuing the journey toward equity and the recognition of women in all spaces. According to Telles (2014), women in the context of the History of Education were viewed with a certain contradiction,
[…] because she was marginalized at the same time that she was integrated as both student and teacher. Initially regarded intellectually as inferior, she was nevertheless considered to possess essential characteristics for fulfilling the role of mother and first educator, according to positivist discourse in the late nineteenth century (Telles, 2014, p. 15, our translation).
The author reveals the complexity of women’s position in the History of Education, divided between marginalization and recognition. On the one hand, women were intellectually diminished, but on the other, they were seen as essential for the upbringing of children and for moral education, according to the discourses of the time. This contradiction reflects how society confined women to a restricted and essentialist role, limiting their freedom to be full educators and intellectuals while exalting their traditional function as mothers and caregivers.
Beginning in 2003, the Brazilian government took a decisive step toward the recognition of diversity and the promotion of equality. Specific secretariats were created, such as the Special Secretariat for Women (SPM), the Special Secretariat for Human Rights (SEDH), and the Special Secretariat for Policies to Promote Racial Equality (SEPPIR). These entities began to work together to confront prejudice and discrimination in the country, promoting policies that integrated issues of gender, race, and diversity into the Brazilian educational system (Brasil, 2009).
In this context, the Ministry of Education (MEC) concluded that the construction of a democratic and inclusive school required a foundation oriented toward social justice and the full exercise of citizenship. Initiatives promoted during the government of Luiz Inácio Lula da Silva (2003-2010) reinforced the need for an education that fostered dialogue and respect for differences, ensuring training that combined academic quality and humanism while combating practices of discrimination and marginalization.
This approach was consolidated through the course “Gender and Diversity in School” (2008-2010), offered by several Higher Education Institutions (HEIs). The course addressed topics such as diversity, gender in school life, sexuality, and human rights, strengthening awareness “in order to ensure that these issues are not a cause for marginalization, silencing, embarrassment, insults, and aggression” (Catrinck; Magalhães; Cardoso, 2020, p. 191). This culminated in the most significant legal milestone for the inclusion of minorities in education, opening the way for structural change: the creation of specific legislation such as Law No. 10,639/2003, which made the teaching of Afro-Brazilian and African history mandatory and marked a turning point in the inclusion of historically marginalized groups in school curricula.
Nevertheless, the advancement of these agendas faced strong resistance with the growth of conservative movements, such as the “Escola Sem Partido” (Nonpartisan School) project. The National Education Plan (PNE 2020-2024), which initially contemplated the promotion of gender equality, faced a series of setbacks after pressure from fundamentalist sectors. The final version of the PNE excluded terms such as homophobia, gender identity, lesbophobia, machismo, sexism, sexual orientation, segregation, transphobia, and feminist movement, highlighting a regression from the achievements secured with the 1998 PCNs. According to the 1998 document,
[…] the discussion of controversial and sensitive issues, such as masturbation, sexual initiation, casual relationships and dating, homosexuality, abortion, sexual dysfunctions, prostitution, and pornography, within a democratic and pluralistic perspective, greatly contributes to the well-being of children, adolescents, and young people in the experience of their current and future sexuality (Brazil, 1998, p. 293, our translation).
These challenges, however, did not prevent the continuation of the struggle for the inclusion of gender in school curricula, culminating in a historic milestone with the enactment of Law No. 14,986/2024. This law represents the apex of feminist struggles for the inclusion of gender in the Brazilian school curriculum. It amends Law No. 9,394/1996 (LDB) by making it mandatory to include pedagogical approaches that value women’s experiences and perspectives in elementary and secondary school curricula.
The new legislation seeks to systematically integrate the study of women’s contributions in different fields. This amendment to the LDB makes it compulsory to include the experiences and contributions of women in the curricula of both elementary and secondary education. The law also established the “Week for the Recognition of Women Who Made History,” to be celebrated annually in basic education schools, with the goal of acknowledging and disseminating feminist achievements in areas such as science, politics, art, and economics (Brazil, 2024).
According to Article 26-B, inserted into the LDB, the legislation requires that school curricula be designed to give visibility to women’s achievements and legacies, promoting a balanced and fair representation of their role in various social fields.
Amends Law No. 9,394 of December 20, 1996 (National Education Guidelines and Framework Law - LDB), to include the mandatory adoption of approaches grounded in women’s experiences and perspectives in the curricula of elementary and secondary education; and establishes the Week for the Recognition of Women Who Made History within the scope of basic education schools in the country (Brazil, 2024, our translation).
By incorporating women’s lived experiences, the article challenges the historical invisibility that has traditionally characterized education, establishing a foundation for school content to value women’s contributions and correct exclusionary narratives. The amendment to the LDB is a crucial step toward a more inclusive and representative education. By valuing women’s experiences, Brazil takes an important step in building a fairer history in which all voices - especially women’s - are recognized and celebrated. According to Fortes (2024), this pedagogical advance fosters respect for the diversity of experiences and enables new generations to be educated under a perspective that affirms the fundamental role of women in the construction of society and knowledge.
Among the provisions highlighted in the law - which was the subject of extensive plenary debate until its approval - is the creation of the “Week for the Recognition of Women Who Made History”, to be celebrated annually during the second week of March in all basic education schools in the country. During this week, educational institutions may carry out activities such as lectures, exhibitions, debates, and projects that highlight the trajectory of women who made significant contributions in different fields of knowledge.
The purpose of this commemorative week is twofold: in addition to educating students about the female figures who contributed significantly to social and scientific progress, it also seeks to inspire female students to look up to relevant role models and to value their own potential to achieve meaningful accomplishments. As analyzed by Fortes (2024), a specialist in educational policies:
The main objective of the law is to ensure that women’s contributions, experiences, and achievements - both in Brazil and worldwide - are duly included in school curricula. As a result, various aspects of history, science, arts, and culture will henceforth be taught from a perspective that values women’s contributions in multiple areas, including science, society, the arts, the economy, and politics (Fortes, 2024, our translation).
The enactment of Law No. 14,986/2024 is a milestone for Brazilian education, as it formalizes the importance of an inclusive curricular approach that values women’s protagonism and combats the historical invisibility of women. As Catrinck, Magalhães, and Cardoso (2020, p. 189) observe, “the struggle for the visibility of women in education gained strength through pressure on public authorities, which materialized in specific legislation”. By including women’s perspectives in basic education, this law advances the promotion of a more equitable education and prepares new generations to understand and value women’s contributions to history and society.
The law seeks to correct a long silence about women’s contributions, bringing to curricula a more equitable and plural perspective. By incorporating women’s history across all fields, it not only values their achievements but also inspires future generations to recognize and expand women’s roles in society. This reflection highlights the relevance of the legislative achievements that paved the way for the inclusion of gender in schools.
This trajectory of achievements demonstrates that feminist movements in Brazil were fundamental in transforming education into a space of equality and inclusion. Feminist demands transcended discourse, being translated into concrete policies that directly impacted students’ education as well as society’s broader understanding of the role of women.
Final considerations
This article aimed primarily to analyze the trajectory of struggles and achievements of feminist movements in Brazil that culminated in the enactment of Law No. 14,986/2024, which establishes the mandatory inclusion of women’s experiences and perspectives in the curricula of elementary and secondary education. The study covered the historical context of women’s exclusion and the subsequent consolidation of public policies oriented toward the recognition and valorization of women.
The research demonstrated that Law No. 14,986/2024 is a significant legislative milestone, as it formalizes the need to recognize women’s protagonism in basic education and establishes the Week for the Recognition of Women Who Made History. This legislative advance reflects decades of efforts by social movements, public policies, and civil society pressures to promote a more inclusive and equitable education.
However, some limitations stand out in this research, particularly regarding the challenge of measuring the law’s practical impact on everyday school life. The analysis is constrained by the law’s recent implementation, which prevents a comprehensive assessment of its application and of the possible obstacles that schools and educators may face in fully integrating it. This limitation opens space for future research to explore in detail the implementation and effectiveness of the law in different regional and socioeconomic contexts in Brazil.
It is suggested that future studies investigate the effects of the law on students’ perceptions of gender issues, in addition to analyzing strategies that can ensure the effective application of the legislation in both public and private schools. Continuous monitoring policies and teacher training are also crucial points to guarantee that gender inclusion translates into transformative educational practices.
Reflecting on the importance of Law No. 14,986/2024, it becomes evident that it represents a significant step toward building a more inclusive education, capable of recognizing and valuing the multiple contributions of women in history. The effective implementation of this law is essential to transforming educational perceptions and practices, fostering respect for the diversity of experiences, and contributing to a fairer and more egalitarian society.
In conclusion, Law No. 14,986/2024 symbolizes not only a legislative victory but also the consolidation of a continuous movement toward a more inclusive and representative curriculum. Valuing women’s contributions in history, science, culture, and politics is essential for building a more egalitarian and aware society. By reaffirming the role of feminist movements as pillars of this transformation, the study highlights the importance of inclusive legislation as an instrument to promote equality and pave the way for future educational policies that are even more comprehensive and just.
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How to cite this article:
KARPOWICZ, Débora Soares; SANTOS, Antocléia. Law 14.986/2024 and the inclusion of women’s history in basic education: a political and social advance. Educar em Revista, Curitiba, v.42, e97596, 2026. https://doi.org/10.1590/1984-0411.97596-T
All data were generated/analyzed in this article.
