One of the great challenges faced by foreign language education in Brazil is to deal with the multiplicity of philosophies, theories, and practices. The National Curricular Orientations suggest that we connect linguistic pedagogical practices with sociocultural and critical ones. Thus, this work investigates gender and sexuality studies (LOURO, 1997) in the perspectives of undergrad language students of a Brazilian Federal University. The methodology is qualitative, and the action research method was applied. Hence, based on data collected from a discipline of academic writing, we discuss how students address such themes, specially homosexuality and homophobia (BORRILO, 2010). We also discuss if these themes should be included or excluded from language classes.
