As part of the Ministry of Education s policy for continuing education, the Federal University of Rio de Janeiro has been developing since 2005 the Sexual Diversity at School Project, which main action the extension course Gender Identity and Sexual Diversity at School. The course involved in 2010 more than 350 education professionals from the public system in Rio de Janeiro. It was part of the course methodology to encourage participants to promote educational activities in their school contexts, that specifically manage the issue of sexual diversity and gender. These activities should be recorded in notebooks that have become our primary research material. In this research we intend to review the records which cover the school environment and the educational activities, using the content analysis as methodology. What are the pedagogical-didactic paths found / built by these educators in the development of activities that covered directly the issue of sexual diversity and gender in school? What opportunities and limits can be found in each of these ways? The research did not intend to produce a prescription, but to raise notes from experiences, seeking a dialogue with the academic literature - especially Foucault, Butler, Louro, Candau, Junqueira and Freire. We analyzed the records about the school environment from the categories: subject, relationships and institutional action. The educational activities were organized considering the route that each educator chose to get the discussion on gender and sexuality, organized into the following groups: gender, family violence, subjects (individuals) and integrated. The research shows that if there is no one right way, there is still a long way to go, not only in the deconstruction of gender and sexual inequalities and violence in school, but in the construction of a pedagogy that has the recognition of difference, the promotion of critical thinking and the overcoming of inequalities as its means and goal.