The article problematizes the central perspectives for understanding the strategies and logics of legitimation and insertion of gender issues in the curriculum of basic education in Amapá. The research is based on the analysis of the document of the Amapá’s Curricular Reference (ACR) for Pre-School and Elementary School. In the ACR, gender is treated rudimentarily in the document as a whole, and the absence of a proposal for human rights education accentuates the exclusion of the treatment of social gender relations in an integrated and interdisciplinary context capable of permeating the curriculum in its entirety.
