| Summary: | Recently, the LGBTQIA+ agenda has received attention from researchers in Critical Applied Linguistics, since language education makes it possible to promote the coexistence of young people with diversity. However, the school curriculum is still quite conservative, and administrators and teachers see the topic as highly complex. This paper, anchored in theoretical notes from Critical Literacy, discusses a systematized proposal of activities developed in an English class of a vocational computing course integrated into High School at a federal public institution in Brazil. Carrying out the activities raised reflections around the fact that, from a critical perspective, texts approaching themes concerning gender identities can contribute to an education committed to a more inclusive and egalitarian society.
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